Next Generation CSOs Reference Packetwvde.state.wv.us/osp/NxG_CSOs_ELA_K-12_Reference_Bo.pdfNext Generation CSOs . Reference Packet . English Language Arts . K-12 . Back English Language

Next Generation CSOs Reference Packet

English Language Arts K-12

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English Language Arts (ELA)Kindergarten

English Language Arts for the kindergarten student involves an immersion in a literacy-rich environment to develop an awareness and understanding of spoken and written language. Through active participation and developmentally appropriate and engaging learning experiences, students develop competencies in reading, writing, listening, speaking and media literacy. To support the development of lifelong learning and global awareness, students utilize language experiences, 21st century skills and equally utilize literary and informational texts of appropriate complexity. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives as well as the 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.

Kindergarten ELA Crosswalk

College and Career Readiness Anchor Standards

Kindergarten ELA Numbering – NxG CSOs to Common Core

ReadingPerformance Descriptors

Distinguished Above Mastery Mastery Partial Mastery Novice

Kindergarten students at distinguished level in reading:

retell literary and informational texts, identify story elements, key details, main ideas and theme; make connections between two individuals, events, ideas or texts;

develop vocabulary through questioning and text features, determine genre and narration, use illustrations and words to comprehend a range of literary and informational texts;

compare and contrast key elements, similarities and central ideas in texts; describe relationships between texts and illustrations; and identify authors’ supporting reasons in literary and informational texts;

with prompting and support, read literary and informational texts at appropriate grade 1 complexity;

recognize the distinguishing features of a sentence;

orally produce, isolate and segment phonemes and

Kindergarten students at above mastery level in reading:

retell literary and informational texts, identify story elements, key details and main ideas and make connections between two individuals, events, ideas or texts;

use questioning to develop vocabulary, recognize types of texts and identify the role of authors and illustrators to comprehend literary and informational texts;

with minimal scaffolding, compare and contrast key elements, similarities and central ideas; describe relationships between text and illustrations and identify authors’ supporting reasons in literary and informational texts;

actively engage in reading experiences of literary and informational texts with purpose and understanding;

with prompting and support, recognize the distinguishing features of a sentence;

with prompting and support, orally produce,

Kindergarten students at mastery level in reading:

with prompting and support retell literary and informational texts, identify story elements, key details and main ideas and make connections between two individuals, events, ideas or texts;

use questioning to develop vocabulary, recognize types of texts and, with prompting and support, identify the role of authors and illustrators to comprehend literary and informational texts;

with prompting and support, compare and contrast key elements, similarities and central ideas; describe relationships between text and illustrations; and identify authors’ supporting reasons in literary and informational texts;

actively engage in group reading experiences of literary and informational texts with purpose and understanding;

demonstrate directionality and word recognition; recognize and name all upper and lowercase letters of the alphabet;

Kindergarten students at partial mastery level in reading:

with prompting and support retell literary and informational texts; identify story elements, key details and main ideas;

with prompting and support, develop vocabulary, recognize types of texts and identify the difference between authors and illustrators to comprehend literary and informational texts;

with prompting and support, compare and contrast key elements and similarities, describe relationships between text and illustrations and identify authors’ supporting details in literary and informational texts;

engage in group reading experiences of literary and informational texts with understanding;

demonstrate directionality and word recognition; recognize and name most upper and lowercase letters of the alphabet;

count, segment and pronounce syllables; recognize and produce

Kindergarten students at novice level in reading:

with prompting and support retell literary and informational texts with growing recognition of story elements, key details and main ideas;

with prompting and support, develop vocabulary, discuss types of texts, show interest in the role of authors and illustrators and engage in questioning to comprehend literary and informational texts;

with prompting and support, discuss key elements and similarities and describe relationships between text and illustrations in literary and informational texts;

show interest in group reading experiences of literary and informational texts with developing understanding;

demonstrate directionality and word recognition; recognize and name some upper and lowercase letters of the alphabet;

discriminate syllables, recognize rhyming words and isolate and pronounce

Page 1 of 6Next Generation CSOs English Language Arts - Kindergarten Information

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distinguish between short and long vowel sounds;

use spelling sound correspondences and rules of syllabication to decode words including those with inflectional endings;

read above level text with sufficient accuracy, fluency, expression, purpose and understanding using context and rereading to self-correct.

isolate and segment phonemes and distinguish between short and long vowel sounds;

with prompting and support, use spelling sound correspondences and rules of syllabication to decode words including those with inflectional endings;

with prompting and support, read above level text with sufficient accuracy, fluency, expression, purpose and understanding using context.

recognize and produce rhyming words; count, segment, pronounce and blend onsets, rimes and syllables; pronounce all phonemes in three phoneme words; and substitute phonemes in one-syllable words to make new words;

produce the primary sound for each consonant as well as for each long and short vowel; read high-frequency sight words; and distinguish word families by identifying sounds and letters that differ;

read emergent level text with purpose and understanding.

rhyming words; and isolate and pronounce initial and final sounds in three phoneme words;

produce the primary sound for each consonant and some long and/or short vowels; read some grade level high frequency sight words; and distinguish word families by identifying sounds and letters that differ;

look through books independently one page at a time and retell familiar stories or pretend read.

initial and final sounds in three phoneme words;

produce the primary sound for each consonant; read familiar words like name and family names; and distinguish some word families by identifying sounds and letters that differ;

look through books independently one page at a time and ask to have books read to them.

Key Ideas and Details - A ELA.K.R.C1.1 with prompting and support, ask and answer questions about key details in a literary text. (CCSS RL.K.1)

ELA.K.R.C1.2 with prompting and support, retell familiar stories, including key details in literary texts. (CCSS RL.K.2)

ELA.K.R.C1.3 with prompting and support, identify characters, settings, and major events in a story in literary text. (CCSS RL.K.3)

ELA.K.R.C1.4 with prompting and support, ask and answer questions about key details in an informational text. (CCSS RI.K.1)

ELA.K.R.C1.5 with prompting and support, identify the main topic and retell key details of an informational text. (CCSS RI.K.2)

ELA.K.R.C1.6 with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in an informational text. (CCSS RI.K.3)

Craft and Structure - A ELA.K.R.C2.1 ask and answer questions about unknown words in a literary text. (CCSS RL.K.4)

ELA.K.R.C2.2 recognize common types of texts (e.g., storybooks, poems). (CCSS RL.K.5)

ELA.K.R.C2.3 with prompting and support, name the author and illustrator of a story and define the role of each in telling the story in a literary text. (CCSS RL.K.6)

ELA.K.R.C2.4 with prompting and support, ask and answer questions about unknown words in an informational text. (CCSS RI.K.4)

ELA.K.R.C2.5 identify the front cover, back cover, and title page of a book. (CCSS RI.K.5)

ELA.K.R.C2.6 name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CCSS RI.K.6)

Integration of Knowledge and Ideas - A ELA.K.R.C3.1 with prompting and support, describe the relationship between illustrations and the literary story in which they appear

(e.g., what moment in a story an illustration depicts). (CCSS RL.K.7)

ELA.K.R.C3.2 with prompting and support, compare and contrast the adventures and experiences of characters in familiar literary stories. (CCSS RL.K.9)

ELA.K.R.C3.3 with prompting and support, describe the relationship between illustrations and the informational text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (CCSS RI.K.7)

ELA.K.R.C3.4 with prompting and support, identify the reasons an author gives to support points in a literary or informational text. (CCSS RI.K.8)

ELA.K.R.C3.5 with prompting and support, identify basic similarities in, and differences between two literary or informational texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS RI.K.9)

Range of Reading and Level of Text Complexity - A actively engage in group reading activities of literary texts with purpose and understanding. * (CCSS RL.K.10)



ELA.K.R.C4.1

ELA.K.R.C4.2 actively engage in group reading activities of informational texts with purpose and understanding. * (CCSS RI.K.10)

Print Concepts - A ELA.K.R.C5.1 demonstrate understanding of the organization and basic features of print.

• follow words from left to right, top to bottom, and page by page. • recognize that spoken words are represented in written language by specific sequences of letters. • understand that words are separated by spaces in print. • recognize and name all upper- and lowercase letters of the alphabet.

(CCSS RF.K.1)

Phonological Awareness - A ELA.K.R.C6.1 demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• recognize and produce rhyming words. • count, pronounce, blend, and segment syllables in spoken words. • blend and segment onsets and rimes of single-syllable spoken words. • isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-

vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) • add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

(CCSS RF.K.2)

Phonics and Word Recognition - A ELA.K.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words.

• demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

• associate the long and short sounds with common spellings (graphemes) for the five major vowels. • read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). • distinguish between similarly spelled words by identifying the sounds of the letters that differ.

(CCSS RF.K.3)

Fluency - A ELA.K.R.C8.1 read emergent-reader texts with purpose and understanding. (CCSS RF.K.4)

* Objectives that appear in bold must be taught all year long to ensure student mastery.

WritingPerformance Descriptors


Kindergarten students at distinguished level in writing:

write opinion and informative/explanatory texts, which name a topic, give details and include an introduction, support and closure; write narratives with appropriate sequence, details and transitional words;

focus on a topic and use a variety of digital tools to strengthen and publish writing with guidance and support;

work with adults and peers to recall or gather information and answer questions on a given topic to write a sequence of instructions in shared research and writing projects.

Kindergarten students at above mastery level in writing:

use a combination of dictating and writing to compose opinion pieces about books, informative/explanatory pieces that state a main topic with supporting information and narrate a sequence of events;

collaborate with peers and adults and use multiple digital tools to produce and publish their writings;

work with adults and peers to recall or gather information and answer questions on a given topic in shared research and writing projects.

Kindergarten students at mastery level in writing:

use a combination of drawing, dictating and writing to compose opinion pieces about books, informative/explanatory pieces that state a main topic with supporting information and narrate a sequence of events including their reactions to them;

collaborate with peers and adults and use multiple digital tools to expand and publish their writings;

work with adults and peers to recall or gather information and answer questions to participate in shared research and writing projects.

Kindergarten students at partial mastery level in writing:

use a combination of drawing, dictating and writing to compose opinion pieces about books, informative/explanatory pieces that state a main topic with some supporting information and narrate a sequence of events including their reactions to them;

participate with peers, adults and use digital tools to expand and publish shared writing;

work with adults and peers to recall information and answer questions to participate in shared research or writing projects.

Kindergarten students at novice level in writing:

use a combination of drawing, dictating and/or writing to compose opinion pieces about books, informative/explanatory pieces that state a main topic and narrate a sequence of events;

participate with peers and adults to produce and publish shared writing, using digital tools;

work with adults and peers to answer questions and participate in shared writing projects.

Text Types and Purposes - A ELA.K.W.C9.1 use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or

the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). (CCSS W.K.1)



ELA.K.W.C9.2 use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (CCSS W.K.2)

ELA.K.W.C9.3 use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CCSS W.K.3)

Production and Distribution of Writing - A ELA.K.W.C10.1 (Begins in grade 3.) (CCSS W.K.4)

ELA.K.W.C10.2 with guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS W.K.5)

ELA.K.W.C10.3 with guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS W.K.6)

Research to Build and Present Knowledge - A ELA.K.W.C11.1 participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express

opinions about them). (CCSS W.K.7)

ELA.K.W.C11.2 with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS W.K.8)

ELA.K.W.C11.3 (Begins in grade 4.) (CCSS W.K.9)

Range of Writing - A ELA.K.W.C12.1 (Begins in grade 3.) (CCSS W.K.10)


Speaking & ListeningPerformance Descriptors


Kindergarten students at distinguished level in speaking and listening:

build on conversations by responding to others with care and by asking questions to clarify and to gather additional information;

speak audibly in complete sentences to describe relevant details, expressing them clearly while using visuals for clarification when appropriate.

Kindergarten students at above mastery level in speaking and listening:

continue conversations by asking and answering questions to clarify information;

speak audibly to describe details, expressing them clearly while using visuals for clarification when appropriate.

Kindergarten students at mastery level in speaking and listening:

follow rules to participate in and continue multiple conversations with diverse partners in small and large groups; ask and answer questions about key details of diverse media, seek help and clarify misunderstandings;

demonstrate increasing ability to speak audibly and to express thoughts, feelings and ideas clearly using visuals for clarification when appropriate.

Kindergarten students at partial mastery level in speaking and listening:

demonstrate increasing ability to follow rules to participate in and continue multiple conversations with diverse partners in small and large groups; ask and answer questions about key details of diverse media, seek help and clarify misunderstandings;

demonstrate increasing ability to speak audibly and to express thoughts, feelings and ideas clearly.

Kindergarten students at novice level in speaking and listening:

with prompting and support, demonstrate increasing ability to follow rules to participate in and continue multiple conversations with diverse partners in small and large groups; ask and answer questions about key details of diverse media, seek help and clarify misunderstandings;

with prompting and support, audibly describe knowledge and/or ideas and express themselves, adding details through visuals and expanding verbal details.

Comprehension and Collaboration - A ELA.K.SL.C13.1 participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and

adults in small and larger groups.• follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics

and texts under discussion). • continue a conversation through multiple exchanges.

(CCSS SL.K.1)

ELA.K.SL.C13.2 confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CCSS SL.K.2)

ELA.K.SL.C13.3 ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CCSS SL.K.3)

Presentation of Knowledge and Ideas - A ELA.K.SL.C14.1 describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

(CCSS SL.K.4)



ELA.K.SL.C14.2 add drawings or other visual displays to descriptions as desired to provide additional detail. (CCSS SL.K.5)

ELA.K.SL.C14.3 speak audibly and express thoughts, feelings, and ideas clearly. * (CCSS SL.K.6)


LanguagePerformance Descriptors


Kindergarten students at distinguished level in language:

use nouns, pronouns, verbs, adjectives and conjunctions correctly in simple and compound sentences in response to prompts; use commas in dates and series; and draw on phonemic awareness to spell untaught words;

use context clues, root words and inflectional forms to sort and determine the meaning of words or phrases and the different shades of meaning or intensity of words; use conjunctions to signal relationships among words.

Kindergarten students at above mastery level in language:

with prompting and support use nouns, pronouns, verbs, adjectives and conjunctions correctly in simple and compound sentences in response to prompts; use commas in dates and series; and draw on phonemic awareness to spell untaught words;

with prompting and support, use context clues, root words and inflectional forms to sort words and to determine the meanings of words or phrases, the different shades of meaning or intensity of words and use conjunctions to signal relationships among words.

Kindergarten students at mastery level in language:

print many letters, use nouns, verbs, prepositions, interrogatives and the formation of regular plural nouns to expand complete sentences in shared language activities; capitalize the first word in a sentence and the pronoun “I,” recognize and name end punctuation, write letter(s) for consonant and vowel sounds and spell simple words phonetically;

use acquired vocabulary, inflections and affixes to determine or clarify unknown multiple meaning words and phrases; with adult guidance and support, sort objects, relate antonyms to verbs and adjectives, identify real-life connections to words and act out verbs.

Kindergarten students at partial mastery level in language:

with prompting and support, print some letters, use nouns, verbs, prepositions and question words; form regular plural nouns to expand complete sentences in shared language activities; with prompting and support, capitalize the first word in a sentence and the pronoun “I,” recognize and name punctuation, write letter(s) for consonant and vowel sounds and spell simple words phonetically;

with adult guidance and support, use acquired vocabulary, inflections and affixes to determine or clarify unknown multiple meaning words and phrases; sort objects, relate verbs and adjectives to their antonyms, identify real-life connections to words and act out verbs.

Kindergarten students at novice level in language:

with prompting and support, print some letters, use nouns, verbs, prepositions and/or question words and show increasing ability to form regular plural nouns to produce complete sentences in shared language activities; demonstrate increasing ability to capitalize the first word in a sentence and the pronoun “I,” recognize and name some punctuation, write some letter(s) for consonant and vowel sounds and spell most simple words phonetically;

with adult guidance and support, use familiar words to determine or clarify unknown multiple-meaning words and phrases; sort objects, identify real life connections to words and act out verbs to demonstrate meaning and show increasing use of acquired vocabulary.

Conventions of Standard English - A ELA.K.L.C15.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• print many upper- and lowercase letters. • use frequently occurring nouns and verbs. • form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). • understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). • use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). • produce and expand complete sentences in shared language activities.

(CCSS L.K.1)

ELA.K.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • capitalize the first word in a sentence and the pronoun I. • recognize and name end punctuation. • write a letter or letters for most consonant and short-vowel sounds (phonemes). • spell simple words phonetically, drawing on knowledge of sound-letter relationships.

(CCSS L.K.2)

Knowledge of Language - A ELA.K.L.C16.1 (Begins in grade 2.) (CCSS L.K.3)

Vocabulary Acquisition and Use - A ELA.K.L.C17.1 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten

reading and content . • identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and

learning the verb to duck ). • use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less ) as a clue

to the meaning of an unknown word. *

(CCSS L.K.4)

with guidance and support from adults, explore word relationships and nuances in word meanings.



ELA.K.L.C17.2 • sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

• demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

• identify real-life connections between words and their use (e.g., note places at school that are colorful). • distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut,

prance) by acting out the meanings.

(CCSS L.K.5)

ELA.K.L.C17.3 use words and phrases acquired through conversations, reading and being read to, and responding to texts. *(CCSS L.K.6)


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English Language Arts (ELA)Grade 1

English Language Arts for the first grade student involves immersion in a literacy-rich environment to develop an awareness of print materials and media as sources of information and enjoyment. The student will grow in language and communication development through increased emphasis on collaboration, sharing information and giving opinions through integration of reading, writing, listening and speaking that will develop lifelong learning skills and global awareness. The first grade student will learn from reading equally both literature and informational texts that are of appropriate complexity for Grade 1. The student will actively participate in an engaging and appropriate environment to develop independent English Language Arts and 21st century skills. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.

Grade 1 ELA Crosswalk


First Grade ELA Numbering – NxG CSOs to Common Core



First grade students at distinguished level in reading:

determine theme and describe how characters respond to major events and challenges in a multi-paragraph text; make connections across literary and informational texts and disciplines;

describe how words and phrases supply rhythm, meaning and the overall structure; acknowledge differences in point of view and identify author’s purpose;

explain how images contribute to and clarify understanding; compare and contrast the key points in two or more versions of the same topic and describe how reasons support specific points the author makes;

read and comprehend literary and informational text in the grades 2-3 text complexity band with scaffolding as needed at the high end of the range;

use basic features of text proficiently and independently;

First grade students at above mastery level in reading:

with prompting and support determine theme and describe how characters respond to major events and challenges in a multi-paragraph text and make connections across literary and informational texts and disciplines;

identify how words and phrases determine meaning of text, distinguish between information provided by illustrations and words of the text and identify who is telling the story at various points in a text;

with scaffolding, explain how images contribute to and clarify understanding; compare and contrast the key points in two or more versions of the same topic and describe how reasons support specific points the author makes;

read and comprehend literary and informational text in the grades 2-3 text complexity band proficiently with scaffolding as needed;

First grade students at mastery level in reading:




read and comprehend literary and informational text with grade 1 complexity proficiently with scaffolding;

recognize the distinguishing features of a sentence;

First grade students at partial mastery level in reading:

retell literary and informational texts, identify story elements, key details and main ideas and make connections between two individuals, events, ideas or texts;

use questioning to develop vocabulary, recognize types of texts and identify the role of authors and illustrators to comprehend literary and informational texts;

with minimal scaffolding, compare and contrast key elements, similarities and central ideas; describe relationships between text and illustrations; and identify authors’ supporting reasons in literary and informational texts;

actively engage in reading experiences of literary and informational texts with purpose and understanding;

with prompting and support, recognize the distinguishing features of a sentence;

First grade students at novice level in reading:

with prompting and support retell literary and informational texts, identify story elements, key details and main ideas and make connections between two individuals, events, ideas or texts;

use questioning to develop vocabulary, recognize types of texts and, with prompting and support, identify the role of authors and illustrators to comprehend literary and informational texts;

with prompting and support, compare and contrast key elements, similarities and central ideas; describe relationships between text and illustrations; and identify authors’ supporting reasons in literary and informational texts;

actively engage in group reading experiences of literary and informational texts with purpose and understanding;

demonstrate directionality and word recognition; recognize and name all

Page 1 of 6Next Generation CSOs English Language Arts - Grade 1 Information


use spoken words, syllables and sounds to convey ideas proficiently and independently;

distinguish long and short vowels when reading one-syllable words, know sound correspondences for vowel teams, identify words with inconsistent spelling, decode and spell two-syllable words with long vowels or affixes;

read above level text with accuracy and fluency to support comprehension.

with prompting and support, use basic features of text proficiently;

use spoken words, syllables and sounds to convey ideas proficiently with prompting and support;

distinguish long and short vowels when reading one-syllable words, know spelling-sound correspondences for vowel teams, decode two-syllable words with long vowels or affixes;

read above level text with accuracy and fluency, using context and rereading as necessary, to support comprehension.

orally produce, isolate and segment phonemes and distinguish between short and long vowel sounds;

use spelling sound correspondences and rules of syllabication to decode words including those with inflectional endings;

read on level text with sufficient accuracy, fluency, expression, purpose and understanding using context and rereading to self-correct.

with prompting and support, orally produce, isolate and segment phonemes and distinguish between short and long vowel sounds;

with prompting and support, use spelling sound correspondences and rules of syllabication to decode words including those with inflectional endings;

with prompting and support, read above Kindergarten level text with sufficient accuracy, fluency, expression, purpose and understanding using context.

upper and lowercase letters of the alphabet;

recognize and produce rhyming words; count, segment, pronounce and blend onsets, rimes and syllables; pronounce all phonemes in three phoneme words; and substitute phonemes in one-syllable words to make new words;

produce the primary sound for each consonant as well as for each long and short vowel; read high-frequency sight words; and distinguish word families by identifying sounds and letters that differ;

read emergent level text with purpose and understanding.

Key Ideas and Details - A ELA.1.R.C1.1 ask and answer questions about key details in a literary text. (CCSS RL.1.1)

ELA.1.R.C1.2 retell stories, including key details and demonstrate understanding of their central message or lesson in literary texts. (CCSS RL.1.2)

ELA.1.R.C1.3 describe characters, settings and major events in a story, using key details in literary texts. (CCSS RL.1.3)

ELA.1.R.C1.4 ask and answer questions about key details in an informational text. (CCSS RI.1.1)

ELA.1.R.C1.5 identify the main topic and retell key details of an informational text. (CCSS RI.1.2)

ELA.1.R.C1.6 describe the connection between two individuals, events, ideas or pieces of information in an informational text. (CCSS RI.1.3)

Craft and Structure - A ELA.1.R.C2.1 in literary texts, identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (CCSS

RL.1.4)

ELA.1.R.C2.2 explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of literary text types. (CCSS RL.1.5)

ELA.1.R.C2.3 identify who is telling the story at various points in a literary text. (CCSS RL.1.6)

ELA.1.R.C2.4 ask and answer questions to help determine or clarify the meaning of words and phrases in an informational text. (CCSS RI.1.4)

ELA.1.R.C2.5 know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in an informational text. (CCSS RI.1.5)

ELA.1.R.C2.6 distinguish between information provided by pictures or other illustrations and information provided by the words in an informational text. (CCSS RI.1.6)

Integration of Knowledge and Ideas - A ELA.1.R.C3.1 use illustrations and details in a story to describe its characters, setting, or events in literary texts. (CCSS RL.1.7)

ELA.1.R.C3.2 compare and contrast the adventures and experiences of characters in stories in literary texts. (CCSS RL.1.9)

ELA.1.R.C3.3 use the illustrations and details in a text to describe its key ideas in informational texts. (CCSS RI.1.7)

identify the reasons an author gives to support points in an informational text. (CCSS RI.1.8)



ELA.1.R.C3.4

ELA.1.R.C3.5 identify basic similarities in, and differences between two informational texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS RI.1.9)

Range of Reading and Level of Text Complexity - A ELA.1.R.C4.1 with prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts. *

(CCSS RL.1.10)

ELA.1.R.C4.2 with prompting and support, read informational texts appropriately complex for grade 1. * (CCSS RI.1.10)

Print Concepts - A ELA.1.R.C5.1 demonstrate understanding of the organization and basic features of print.

• recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

(CCSS RF.1.1)

Phonological Awareness - A ELA.1.R.C6.1 demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• distinguish long from short vowel sounds in spoken single-syllable words. • orally produce single-syllable words by blending sounds (phonemes), including consonant blends. • isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. • segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

(CCSS RF.1.2)

Phonics and Word Recognition - A ELA.1.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words.

• know the spelling-sound correspondences for common consonant digraphs. • decode regularly spelled one-syllable words. • know final -e and common vowel team conventions for representing long vowel sounds. • use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed

word. • decode two-syllable words following basic patterns by breaking the words into syllables. • read words with inflectional endings. • recognize and read grade-appropriate irregularly spelled words.

(CCSS RF.1.3)

Fluency - A ELA.1.R.C8.1 read with sufficient accuracy and fluency to support comprehension.

• read on-level text with purpose and understanding. • read on-level text orally with accuracy, appropriate rate, and expression on successive readings. • use context to confirm or self-correct word recognition and understanding, rereading as necessary.

(CCSS RF.1.4)




First grade students at distinguished level in writing:

develop opinion and informative/explanatory texts; introduce a topic; use facts and definitions to develop points; use linking verbs to connect ideas and provide a conclusion; write well-elaborated narratives that recount events or sequence of events and describe actions, thoughts and feelings;

focus on a topic, strengthen writing as needed by revising, editing and publish using a variety of digital tools;

recall or gather information and answer questions to participate in shared

First grade students at above mastery level in writing:

develop opinion and informative/explanatory text; introduce a topic; use facts and definitions to develop points and write a concluding statement; write narratives that recount event or sequence of events and include details that describe actions, thoughts and feelings;

focus on a topic and use a variety of digital tools to strengthen and publish writing;

recall or gather information and answer questions to participate in shared research and writing

First grade students at mastery level in writing:

write opinion and informative/explanatory text, which name a topic, give details and include an introduction, support and closure; write narratives with appropriate sequence, details and transitional words;


work with adults and peers to recall or gather information and answer questions on a given topic to write a sequence of

First grade students at partial mastery level in writing:

use a combination of dictating and writing to compose opinion pieces about books, informative/explanatory pieces that state a main topic with supporting information and narrate a sequence of events;

collaborate with peers and adults and use multiple digital tools to produce and publish their writings;

work with adults and peers to recall or gather information and answer questions on a given topic

First grade students at novice level in writing:

use a combination of drawing, dictating and writing to compose opinion pieces about books, informative/explanatory pieces that state a main topic with supporting information and narrate a sequence of events including their reactions to them;

collaborate with peers and adults and use multiple digital tools to expand and publish their writings;

demonstrate increasing ability to speak audibly and to express thoughts, feelings and ideas clearly using visuals for



research and writing projects.

projects with minimal support from adults and peers.

instructions in shared research and writing projects.

in shared research and writing projects.

clarification when appropriate.

Text Types and Purposes - A ELA.1.W.C9.1 write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion,

supply a reason for the opinion and provide some sense of closure. (CCSS W.1.1)

ELA.1.W.C9.2 write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. (CCSS W.1.2)

ELA.1.W.C9.3 write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use transitional words to signal event order and provide some sense of closure. (CCSS W.1.3)

Production and Distribution of Writing - A ELA.1.W.C10.1 (Begins in Grade 3.) (CCSS W.1.4)

ELA.1.W.C10.2 with guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (CCSS W.1.5)

ELA.1.W.C10.3 with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS W.1.6)

Research to Build and Present Knowledge - A ELA.1.W.C11.1 participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and

use them to write a sequence of instructions). (CCSS W.1.7)

ELA.1.W.C11.2 with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS W.1.8)

ELA.1.W.C11.3 (Begins in grade 4.) (CCSS W.1.9)

Range of Writing - A ELA.1.W.C12.1 (Begins in grade 3.) (CCSS W.1.10)


Speaking & ListeningThe following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills

and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Performance Descriptors


First grade students at distinguished level in speaking and listening:

link comments to remarks of others, recount or describe key ideas or details, clarify comprehension and deepen understanding;

speak audibly to tell stories and create audio recordings with appropriate facts and descriptive details to provide clarification.

First grade students at above mastery level in speaking and listening:

link comments to remarks of others, recount or describe key ideas, gather additional information needed to clarify comprehension and to deepen understanding;

speak audibly in complete sentences to tell stories with appropriate facts and descriptive details to provide clarification.

First grade students at mastery level in speaking and listening:

build on conversations by responding to others with care and by asking questions to clarify and gather additional information;

speak audibly in complete sentences to describe relevant details, expressing them clearly while using visuals for clarification when appropriate.

First grade students at partial mastery level in speaking and listening:

continue conversations by asking and answering questions to clarify information;

speak audibly to describe details, expressing them clearly while using visuals for clarification when appropriate.

First grade students at novice level in speaking and listening:

follow rules to participate in and continue multiple conversations with diverse partners in small and large groups; ask and answer questions about key details of diverse media and seek help and clarify misunderstandings;

speak clearly and audibly to describe knowledge and ideas and to express themselves, adding visual and verbal details with prompting and support.

Comprehension and Collaboration - A ELA.1.SL.C13.1 participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults

in small and larger groups.• follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the

topics and texts under discussion). • build on others’ talk in conversations by responding to the comments of others through multiple exchanges. • ask questions to clear up any confusion about the topics and texts under discussion.



(CCSS SL.1.1)

ELA.1.SL.C13.2 ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CCSS SL.1.2)

ELA.1.SL.C13.3 ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (CCSS SL.1.3)

Presentation of Knowledge and Ideas - A ELA.1.SL.C14.1 describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS

SL.1.4)

ELA.1.SL.C14.2 add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CCSS SL.1.5)

ELA.1.SL.C14.3 produce complete sentences when appropriate to task and situation. * (CCSS SL.1.6)




First grade students at distinguished level in language:

use collective nouns, irregular plural nouns, pronouns, irregular verbs, adjectives and adverbs correctly; produce, expand and rearrange sentences; use apostrophes to form contractions and possessives and consult reference materials as needed;

use affixes, root words and meanings of individual words to determine the meaning of new words and compound words; consult reference sources for clarification; use adjectives and adverbs to describe.

First grade students at above mastery level in language:

with prompting and support use collective nouns, irregular plural nouns, pronouns, irregular verbs, adjectives and adverbs correctly and rearrange sentences; use apostrophes to form contractions and to begin consulting reference materials as needed;

use context clues to determine the meaning of new words using affixes, root words, different shades of meaning of words; use reference sources for clarification.

First grade students at mastery level in language:

use nouns, pronouns, verbs, adjectives and conjunctions correctly in simple and compound sentences in response to prompts; use commas in dates and series; and draw on phonemic awareness to spell untaught words;

use context clues, root words and inflectional forms to sort and determine the meaning of words or phrases, the different shades of meaning or intensity of words; use conjunctions to signal relationships among words.

First grade students at partial mastery level in language:

with prompting and support use nouns, pronouns, verbs, adjectives and conjunctions correctly in simple and compound sentences in response to prompts; use commas in dates and series; and draw on phonemic awareness to spell untaught words;

with prompting and support, use context clues, root words and inflectional forms to sort words and to determine the meanings of words or phrases, the different shades of meaning or intensity of words and use conjunctions to signal relationships among words.

First grade students at novice level in language:

print many letters, use nouns, verbs, prepositions, interrogatives and the formation of regular plural nouns to expand complete sentences in shared language activities; capitalize the first word in a sentence and the pronoun “I,” recognize and name end punctuation, write letter(s) for consonant and vowel sounds and spell simple words phonetically;

use familiar words, inflections and affixes to determine or clarify unknown multiple meaning words and phrases; with adult guidance and support, sort objects, relate antonyms to verbs and adjectives, identify real-life connections to words and act out verbs.

Conventions of Standard English - A ELA.1.L.C15.1 demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

• print all upper- and lowercase letters. • use common, proper, and possessive nouns. • use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). • use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). • use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home;

Tomorrow I will walk home). • use frequently occurring adjectives. • use frequently occurring conjunctions (e.g., and, but, or, so, because). • use determiners (e.g., articles, demonstratives). • use frequently occurring prepositions (e.g., during, beyond, toward). • produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory

sentences in response to prompts.

(CCSS L.1.1)

ELA.1.L.C15.2 demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. • capitalize dates and names of people. • use end punctuation for sentences. • use commas in dates and to separate single words in a series. • use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

(CCSS L.1.2)



Knowledge of Language - A ELA.1.L.C16.1 (Begins in grade 2.) (CCSS L.1.3)

Vocabulary Acquisition and Use - A ELA.1.L.C17.1 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1

reading and content, choosing flexibly from an array of strategies. • use sentence-level context as a clue to the meaning of a word or phrase. • use frequently occurring affixes as a clue to the meaning of a word. • identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked,

looking). *

(CCSS L.1.4)

ELA.1.L.C17.2 with guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

• sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. • define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large

cat with stripes). • identify real-life connections between words and their use (e.g., note places at home that are cozy). • distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and

adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

(CCSS L.1.5)

ELA.1.L.C17.3 use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). * (CCSS L.1.6)


Back





Back


English Language Arts second grade students will continue to be immersed in a literacy-rich environment to encourage exploration of various literature and informational texts that are of appropriate complexity. They will apply skills of reading, writing, listening, speaking and media literacy across the curriculum. Students read with comprehension, communicate effectively, develop both literal and critical thinking skills and access information from various media forms. Second graders will develop from dependent to independent readers and will begin to make their own choices for recreational and informative reading. Active participation in meaningful experiences and developmentally appropriate and engaging environments will increase the student’s ability to analyze and evaluate information and develop lifelong learning and global awareness. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.



Second Grade ELA Numbering – NxG CSOs to Common Core



Second grade students at distinguished level in reading:

refer explicitly to the text as the basis for answers, determine main idea, explain how it is conveyed /supported through key details and how actions and relationships contribute to events using language that pertains to time, sequence and cause and effect;

determine word meaning distinguishing literal/nonliteral language, describe how parts of a literary text build on previous sections, use search tools to locate relevant information and distinguish own point of view from that of author;

explain how illustrations contribute to what is conveyed through text, use information gained from illustrations and words to demonstrate understanding, describe connections between sentences and paragraphs, compare and contrast story elements in literary texts by the same author and key details presented in two informational texts on the same topic;

Second grade students at above mastery level in reading:

with prompting and support refer to the text as the basis for answers, determine main idea, explain how it is conveyed/supported through key details and how actions and relationships contribute to events;

determine word meaning distinguishing literal/nonliteral language, develop an understanding of how parts of a literary text build on previous sections, begin using search tools to locate relevant information and distinguish own point of view from that of author;

explain how illustrations contribute to what is conveyed through words, use information gained from illustrations and text to demonstrate understanding, compare and contrast story elements in literary texts by the same author and key details presented in two informational texts on the same topic;

read and comprehend

Second grade students at mastery level in reading:

determine theme and describe how characters respond to major events and challenges in a multi-paragraph text; make connections across literary and informational texts and disciplines;



read and comprehend literary and informational text in the grades 2-3 text complexity band proficiently with scaffolding as needed at the high end of the range;

Second grade students at partial mastery level in reading:

with prompting and support determine theme and describe how characters respond to major events and challenges in a multi-paragraph text and make connections across literary and informational texts and disciplines;

identify how words and phrases determine meaning of text, distinguish between information provided by illustrations and words of the text and identify who is telling the story at various points in a text;

with scaffolding, explain how images contribute to and clarify understanding; compare and contrast the key points in two or more versions of the same topic and describe how reasons support specific points the author makes;

read and comprehend literary and informational text in the grades 2-3 text complexity band

Second grade students at novice level in reading:




read and comprehend literary and informational text with appropriate complexity for grade 1 with prompting and support;

use spelling sound



read and comprehend literary and informational text in the grades 2-3 text complexity band independently and proficiently;

know the meaning of most common affixes and decode multisyllabic words and words with Latin suffixes;

read above level prose and poetry accurately and fluently to support comprehension.

literary and informational text proficiently in the grades 2-3 text complexity band with minimal scaffolding at the high end of the range;

know the meaning of most common affixes and decode multisyllabic words and words with Latin suffixes with scaffolding as needed;


distinguish long and short vowels when reading one-syllable words, know sound correspondences for vowel teams, identify words with inconsistent spelling, decode and spell two-syllable words with long vowels or affixes;

read on level prose and poetry accurately and fluently to support comprehension.

proficiently with scaffolding as needed;

distinguish long and short vowels when reading one-syllable words, know spelling-sound correspondences for vowel teams, decode two-syllable words with long vowels or affixes;

read above first grade level with accuracy and fluency, using context and rereading as necessary to support comprehension.

correspondences and rules of syllabication to decode words including those with inflectional endings;

read with sufficient accuracy, fluency, expression, purpose and understanding using context and rereading to self-correct.

Key Ideas and Details - A ELA.2.R.C1.1 ask and answer key ideas such questions as who, what, where, when, why and how to demonstrate understanding of

key details in literary text. (CCSS RL.2.1)

ELA.2.R.C1.2 recount stories, including fables and folktales from diverse cultures and determine their central message, lesson or moral in literary text. (CCSS RL.2.2)

ELA.2.R.C1.3 describe how characters in a story respond to major events and challenges in literary text. (CCSS RL.2.3)

ELA.2.R.C1.4 ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in informational text. (CCSS RI.2.1)

ELA.2.R.C1.5 identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within informational text. (CCSS RI.2.2)

ELA.2.R.C1.6 describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in an informational text. (CCSS RI.2.3)

Craft and Structure - A ELA.2.R.C2.1 describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) in literary text supply rhythm

and meaning in a story, poem, or song. (CCSS RL.2.4)

ELA.2.R.C2.2 describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action in literary text. (CCSS RL.2.5)

ELA.2.R.C2.3 acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud from literary text. (CCSS RL.2.6)

ELA.2.R.C2.4 determine the meaning of words and phrases in informational text relevant to a grade 2 topic or subject area. (CCSS RI.2.4)

ELA.2.R.C2.5 know and use various informational text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS RI.2.5)

ELA.2.R.C2.6 identify the main purpose of informational text, including what the author wants to answer, explain, or describe. (CCSS RI.2.6)

Integration of Knowledge and Ideas - A ELA.2.R.C3.1 use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of

its characters, setting, or plot. (CCSS RL.2.7)

ELA.2.R.C3.2 compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures in a literary text. (CCSS RL.2.9)

ELA.2.R.C3.3 explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify an informational text. (CCSS RI.2.7)

ELA.2.R.C3.4 describe how reasons support specific points the author makes in an informational text. (CCSS RI.2.8)

ELA.2.R.C3.5 compare and contrast the most important points presented by two informational texts on the same topic. (CCSS RI.2.9)

Range of Reading and Level of Text Complexity - A ELA.2.R.C4.1 by the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text

complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RL.2.10)

ELA.2.R.C4.2 by the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RI.2.10)




• distinguish long and short vowels when reading regularly spelled one-syllable words. • know spelling-sound correspondences for additional common vowel teams. • decode regularly spelled two-syllable words with long vowels. • decode words with common prefixes and suffixes. • identify words with inconsistent but common spelling-sound correspondences. • recognize and read grade-appropriate irregularly spelled words.

(CCSS RF.2.3)


• read on-level text with purpose and understanding. • read on-level text orally with accuracy, appropriate rate, and expression. • use context to confirm or self-correct word recognition and understanding, rereading as necessary.

(CCSS RF.2.4)




Second grade students at distinguished level in writing:

develop opinion and informative/explanatory texts; create an organizational structure that supports a point of view or opinion by listing reasons and details and by using phrases to connect ideas within categories while conveying ideas and information clearly;

write narratives to develop real or imagined experiences or event sequences using effective technique, descriptive details, transitional phrases and dialogue to establish a situation and introduce a narrator and/or characters;

use technology to collaborate with others to plan organize, develop and publish writing appropriate to task and purpose with guidance and support from adults and peers;

conduct short research projects that build knowledge about a topic, take notes from print and digital sources and sort information into provided categories.

Second grade students at above mastery level in writing:

develop opinion and informative/explanatory texts; create an organizational structure that supports a point of view or opinion by listing reasons and details within categories while conveying ideas and information;

write narratives that develop real or imagined experiences or sequence of events using effective techniques, descriptive details and transitional phrases to establish a situation and introduce characters;

use technology to collaborate with others to plan organize and develop writing appropriate to task with guidance and support from adults and peers;

work with adults and peers to conduct short research projects that build knowledge about a topic and take notes from print and digital sources.

Second grade students at mastery level in writing:

develop opinion and informative/explanatory texts introduce a topic, use facts and definitions to develop points, use linking verbs to connect ideas and provide a concluding statement or section;

write narratives that recount a well-elaborated event or sequence of events and describe actions, thoughts and feelings;

focus on a topic and strengthen writing as needed by revising, editing and publishing, using a variety of digital tools;

recall or gather information and answer questions to participate in shared research and writing projects.

Second grade students at partial mastery level in writing:

develop opinion and informative/explanatory text; introduce a topic, use facts and definitions to develop points and write a concluding statement;

write narratives that recount event or sequence of events and include details that describe action, thoughts and feelings;

focus on a topic and use a variety of digital tools to strengthen and publish writing;

recall or gather information and answer questions to participate in shared research and writing projects with minimal support from adults and peers.

Second grade students at novice level in writing:

write opinion and informative/explanatory texts, which name a topic, give details and include an introduction, support and closure;

write narratives with appropriate sequence, details and transitional words;


work with adults and peers to recall or gather information and answer questions on a given topic to write a sequence of instructions in shared research and writing projects.

Text Types and Purposes - A ELA.2.W.C9.1 write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons

that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons and provide a concluding statement or section. (CCSS W.2.1)

ELA.2.W.C9.2 write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section. (CCSS W.2.2)

ELA.2.W.C9.3 write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use transitional words to signal event order and provide a sense of closure. (CCSS W.2.3)

Production and Distribution of Writing - A (Begins in grade 3.) (CCSS W.2.4)



ELA.2.W.C10.1

ELA.2.W.C10.2 with guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS W.2.5)

ELA.2.W.C10.3 with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS W.2.6)

Research to Build and Present Knowledge - A ELA.2.W.C11.1 participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report;

record science observations). (CCSS W.2.7)

ELA.2.W.C11.2 recall information from experiences or gather information from provided sources to answer a question. (CCSS W.2.8)


Range of Writing - A ELA.2.W.C12.1 (Begins in grade 3.) (CCSS W.2.10)




Second grade students at distinguished level in speaking and listening

come to discussions prepared to stay on topic, explore ideas, check understanding, link and explain their own ideas, determine main ideas and supporting details presented visually, quantitatively and orally while offering elaboration and detail.

They report on a topic or text and create engaging recordings while speaking clearly at an understandable pace and emphasizing or enhancing certain facts or details with visual displays.

Second grade students at above mastery level in speaking and listening

come to discussions prepared to stay on task, explore ideas, check understanding, link and explain their own ideas, determine main ideas and supporting details presented visually, quantitatively and orally.

They report on a topic or text while speaking clearly at an understandable pace and emphasizing or enhancing certain facts or details with visual displays.

Second grade students at mastery level in speaking and listening

link comments to remarks of others, recount or describe key ideas or details, clarify comprehension and deepen understanding.

They speak audibly to tell stories and create audio recordings with appropriate facts and descriptive details to provide clarification.

Second grade students at partial mastery level in speaking and listening

link comments to remarks of others, recount or describe key ideas, gather additional information needed to clarify comprehension and to deepen understanding.

They speak audibly in complete sentences to tell stories with appropriate facts and descriptive details to provide clarification.

Second grade students at novice level in speaking and listening

build on conversations by responding to others with care and by asking questions to clarify and to gather additional information.

They speak audibly in complete sentences to describe relevant details, expressing them clearly while using visuals for clarification when appropriate.

Comprehension and Collaboration - A ELA.2.SL.C13.1 participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in

small and larger groups.• follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

care, speaking one at a time about the topics and texts under discussion). • build on others’ talk in conversations by linking their comments to the remarks of others. • ask for clarification and further explanation as needed about the topics and texts under discussion.

(CCSS SL.2.1)

ELA.2.SL.C13.2 recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS SL.2.2)

ELA.2.SL.C13.3 ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (CCSS SL.2.3)

Presentation of Knowledge and Ideas - A ELA.2.SL.C14.1 tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in

coherent sentences. (CCSS SL.2.4)

ELA.2.SL.C14.2 create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings. (CCSS SL.2.5)

ELA.2.SL.C14.3 produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. * (CCSS SL.2.6)






Second grade students at distinguished level in language

explain the functions of nouns, pronouns, verbs, adjectives, adverbs and conjunctions in sentences and produce complex sentences with subject-verb and pronoun–antecedent agreement.

They distinguish the literal/ nonliteral meanings and shades of meaning among related words that describe states of mind or degrees of certainty while acquiring and using conversational, general academic and domain-specific vocabulary.

Second grade students at above mastery level in language

explain the functions of nouns, pronouns, verbs, adjectives, adverbs and conjunctions in sentences; produce complex sentences and consult reference materials as needed.

They distinguish the literal/nonliteral meanings and shades of meanings among related words that describe states of mind or degrees of certainty while acquiring and using conversational and general academic vocabulary.

Second grade students at mastery level in language

use collective nouns, irregular plural nouns, pronouns, irregular verbs, adjectives and adverbs correctly; produce, expand and rearrange sentences; use apostrophes to form contractions and possessives; and consult reference materials as needed.

They use affixes, root words and meanings of individual words to determine the meaning of new words and compound words; consult reference sources for clarification; use adjectives and adverbs to describe.

Second grade students at partial mastery level in language

with prompting and support use collective nouns, irregular plural nouns, pronouns, irregular verbs, adjectives and adverbs correctly and rearrange sentences; use apostrophes to form contractions; and begin consulting reference materials as needed.

They use context clues to determine the meaning of new words using affixes, root words, different shades of meaning of words; they use reference sources for clarification.

Second grade students at novice level in language

use nouns, pronouns, verbs, adjectives and conjunctions correctly in simple and compound sentences in response to prompts; use commas in dates and series; and draw on phonemic awareness to spell untaught words.

They use context clues, root words and inflectional forms to sort and determine the meaning of words or phrases and the different shades of meaning or intensity of words; they use conjunctions to signal relationships among words.

Conventions of Standard English - A ELA.2.L.C15.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• use collective nouns (e.g., group). • form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). • use reflexive pronouns (e.g., myself, ourselves). • form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). • use adjectives and adverbs, and choose between them depending on what is to be modified. • produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movies;

The little boy watched the movie; The action movie was watched by the little boy).

(CCSS L.2.1)

ELA.2.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • capitalize holidays, product names, and geographic names. • use commas in greetings and closings of letters. • use an apostrophe to form contractions and frequently occurring possessives. • generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). • consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

(CCSS L.2.2)

Knowledge of Language - A ELA.2.L.C16.1 use knowledge of language and its conventions when writing, speaking, reading, or listening.

• compare formal and informal uses of English.

(CCSS L.2.3)


reading and content, choosing flexibly from an array of strategies. • use sentence-level context as a clue to the meaning of a word or phrase. • determine the meaning of the new word formed when a known prefix is added to a known word (e.g.,

happy/unhappy, tell/retell). • use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition,

additional). • use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.,

birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). • use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of

words and phrases. *

(CCSS L.2.4)

ELA.2.L.C17.2 demonstrate understanding of figurative language, word relationships and nuances in word meanings.• identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). • distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives

(e.g., thin, slender, skinny, scrawny).

(CCSS L.2.5)

ELA.2.L.C17.3 use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). *(CCSS L.2.6)




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English Language Arts third grade students learn, practice and apply strategies, which enable them to become literate, independent and self-directed learners. Students engage in rich and integrated literacy experiences embedded in meaningful context and developmentally appropriate practices; they respond to literary and informational texts of appropriate complexity using literal and critical comprehension skills as well as communication and media skills with increased emphasis on informational text and writing informative/explanatory and opinion pieces. Through inquiry and collaboration, these learners will expand their ability to analyze and evaluate information and develop as critical thinkers, taking responsibility for their own learning and connecting new information to existing knowledge then sharing this with various audiences. Students will interact with and respond to text in purposeful situations across the curriculum, create and access information in a variety of forms and media and expand 21st century skills. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.



Third Grade ELA Numbering – NxG CSOs to Common Core



Third grade students at distinguished level in reading:

refer to text to summarize, infer and determine main idea or theme; draw on specific, in-depth details to explain how inferences, main idea and theme are supported;

allude to characters in mythology, use structural elements to explain major differences between poems, drama and prose and between events, procedures, ideas and concepts in a text; compare and contrast different accounts considering focus and information;

make connections between different texts, identify specific descriptions and directions, compare and contrast similar themes, topics and patterns of events and interpret infractions and explain how contribute to understandings; also integrate information from two texts on the same topic in order to speak and write knowledgably;

Third grade students at above mastery level in reading:

with prompting and support refer to text to summarize, infer and determine main idea or theme; draw on specific, in-depth details to explain how inferences, main idea and theme are supported;

use structural elements to explain differences between poems, drama and prose and between events, procedures, ideas and concepts in a text; compare and contrast different accounts considering focus and information;

make connections between different texts, identify descriptions and directions; compare and contrast similar themes, topics and patterns of events and integrate information from two texts on the same topic in order to speak and write knowledgably;

read and comprehend literary and informational

Third grade students at mastery level in reading:



explain how illustrations contribute to what is conveyed through text and use information gained from illustrations and words to demonstrate understanding, describe connections between sentences and paragraphs, compare and contrast story elements in literary texts by the same author and key details presented in two informational texts on the same topic;

Third grade students at partial mastery level in reading:

with prompting and support refer to the text as the basis for answers, determine main idea, explain how it is conveyed/supported through key details and how actions and relationships contribute to events;

determine word meaning distinguishing literal/nonliteral language, develop an understanding of how parts of a literary text build on previous sections, begin using search tools to locate relevant information and distinguish own point of view from that of author;

explain how illustrations contribute to what is conveyed through words, use information gained from illustrations and text to demonstrate understanding and compare and contrast story elements in literary texts by the same author and key details presented in two informational texts on the same topic;

Third grade students at novice level in reading:

determine theme and describe how characters respond to major events and challenges in a multi-paragraph text and make connections across literary and informational texts;






read and comprehend literary and informational text in the grades 4-5 complexity band proficiently with scaffolding as needed at the high end of the range;

use knowledge of letter-sound correspondences, syllabication patterns and morphology to read multisyllabic words in and out of context;


text proficiently in the grades 4-5 text complexity band with scaffolding as needed;

use knowledge of letter-sound correspondences, syllabication patterns and morphology to read multisyllabic words in context;

with scaffolding, read above level prose and poetry accurately and fluently to support comprehension.




read and comprehend literary and informational text proficiently in the grades 2-3 text complexity band with minimal scaffolding as needed;

know the meaning of most common affixes and decode multisyllabic words and words with Latin suffixes with scaffolding as needed;

with scaffolding, read on level prose and poetry accurately and fluently to support comprehension.

distinguish long and short vowels when reading one-syllable words, know sound correspondences for vowel teams, identify words with inconsistent spelling and decode and spell two-syllable words with long vowels or affixes;

read below level prose and poetry accurately and fluently to support comprehension.

Key Ideas and Details - A ELA.3.R.C1.1 ask and answer questions to demonstrate understanding of a literary text, referring explicitly to the text as the basis for

the answers. (CCSS RL.3.1)

ELA.3.R.C1.2 recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the literary text. (CCSS RL.3.2)

ELA.3.R.C1.3 describe characters in a literary story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS RL.3.3)

ELA.3.R.C1.4 ask and answer questions to demonstrate understanding of an informational text, referring explicitly to the text as the basis for the answers. (CCSS RI.3.1)

ELA.3.R.C1.5 determine the main idea of an informational text; recount the key details and explain how they support the main idea. (CCSS RI.3.2)

ELA.3.R.C1.6 describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, using language that pertains to time, sequence, and cause/effect. (CCSS RI.3.3)

Craft and Structure - A ELA.3.R.C2.1 determine the meaning of words and phrases as they are used in a literary text, distinguishing literal from nonliteral

language. (CCSS RL.3.4)

ELA.3.R.C2.2 refer to parts of stories, dramas, and poems when writing or speaking about a literary text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (CCSS RL.3.5)

ELA.3.R.C2.3 distinguish their own point of view from that of the narrator or those of the characters in a literary text. (CCSS RL.3.6)

ELA.3.R.C2.4 determine the meaning of general academic and domain-specific words and phrases in an informational text relevant to a grade 3 topic or subject area. (CCSS RI.3.4)

ELA.3.R.C2.5 use informational text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CCSS RI.3.5)

ELA.3.R.C2.6 distinguish their own point of view from that of the author of an informational text. (CCSS RI.3.6)

Integration of Knowledge and Ideas - A ELA.3.R.C3.1 explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by the words in a story (e.g.,

create mood, emphasize aspects of a character or setting). (CCSS RL.3.7)

ELA.3.R.C3.2 compare and contrast the themes, settings, and plots of literary stories written by the same author about the same or similar characters (e.g., in books from a series). (CCSS RL.3.9)

ELA.3.R.C3.3 use information gained from illustrations (e.g., maps, photographs) and the words in an informational text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (CCSS RI.3.7)

ELA.3.R.C3.4 describe the logical connection between particular sentences and paragraphs in an informational text (e.g., comparison, cause/effect, first/second/third in a sequence). (CCSS RI.3.8)

ELA.3.R.C3.5 compare and contrast the most important points and key details presented in two informational texts on the same topic. (CCSS RI.3.9)

Range of Reading and Level of Text Complexity - A ELA.3.R.C4.1 by the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of

the grades 2–3 text complexity band independently and proficiently. * (CCSS RL.3.10)



ELA.3.R.C4.2 by the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. * (CCSS RI.3.10)


• identify and know the meaning of the most common prefixes and derivational suffixes. • decode words with common Latin suffixes. • decode multisyllable words. • read grade-appropriate irregularly spelled words.

(CCSS RF.3.3)


• read on-level text with purpose and understanding. • read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • use context to confirm or self-correct word recognition and understanding, rereading as necessary.

(CCSS RF.3.4)




Third grade students at distinguished level in writing:

develop opinion and informative/explanatory text clearly in which supporting facts, concrete details and quotations related to the topic are grouped in paragraphs to support the writer’s purpose; use precise language and domain-specific vocabulary; write narratives that orient the reader by establishing a situation; use concrete words and phrases, sensory details and transitional words and phrases to convey the sequence of events; provide a logical conclusion;

use the Internet and sufficient keyboarding skills to produce and publish in one sitting a clear and coherent writing appropriate to audience;

investigate different aspects of a topic to categorize relevant information drawn from literary and informational texts to support analysis, reflection and research and provide a list of sources;

write routinely over short and extended time frames for a range of discipline-specific tasks, purposes and audiences.

Third grade students at above mastery level in writing:

develop opinion and informative/explanatory text clearly in which supporting facts and concrete details related to the topics are grouped in paragraphs to support writer’s purpose; use precise vocabulary; write narratives that use concrete words or phrases, sensory details and transitional words and phrases to convey the sequence of events;

use the Internet and keyboarding skills to produce a clear and coherent writing appropriate to audience with guidance and support from adults;

investigate different aspects of a topic to categorize relevant information drawn from literary and informational texts to support research and provide a list of sources;


Third grade students at mastery level in writing:

develop opinion and informative/explanatory text; create an organizational structure that supports a point of view or opinion by listing reasons and details and by using phrases to connect ideas within categories while conveying ideas and information clearly; write narratives to develop real or imagined experiences or event sequences using effective technique, descriptive details, transitional phrases and dialogue to establish a situation and introduce a narrator and/or characters;

use technology to interact and collaborate with others to plan organize develop and publish writing appropriate to task and purpose with guidance and support from adults and peers;

conduct short research projects that build knowledge about a topic, take notes from print and digital sources and sort information into provided categories;


Third grade students at partial mastery in writing:

develop opinion and informative/explanatory text; create an organizational structure that supports a point of view or opinion by listing reasons and details within categories while conveying ideas and information; write narratives that develop real or imagined experiences or sequence of events using effective techniques, descriptive details and transitional phrases to establish a situation and introduce characters;

use technology to collaborate with others to plan organize and develop writing appropriate to task with guidance and support from adults and peers;

work with adults and peers to conduct short research projects that build knowledge about a topic; take notes from print and digital sources;


Third grade students at novice level in writing:

develop opinion and informative/explanatory text; introduce a topic, use facts and definitions to develop points, use linking verbs to connect ideas and provide a conclusion; write well-elaborated narratives that recount a event or sequence of events and describe actions, thoughts and feelings;

focus on a topic and strengthen writing as needed by revising, editing and publishing using a variety of digital tools;

recall or gather information and answer questions to participate in shared research and writing projects;


Text Types and Purposes - A ELA.3.W.C9.1 write opinion pieces on topics or texts, supporting a point of view with reasons.

• introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

• provide reasons that support the opinion.



• use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.• provide a concluding statement or section.

(CCSS W.3.1)

ELA.3.W.C9.2 write informative/explanatory texts to examine a topic and convey ideas and information clearly • introduce a topic and group related information together; include illustrations when useful to aiding

comprehension.• develop the topic with facts, definitions, and details.• use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of

information.• provide a concluding statement or section.

(CCSS W.3.2)

ELA.3.W.C9.3 write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

• establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

• use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

• use transitional words and phrases to signal event order.• provide a sense of closure.

(CCSS W.3.3)

Production and Distribution of Writing - A ELA.3.W.C10.1 with guidance and support from adults, produce writing in which the development and organization are appropriate to

task and purpose. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.) (CCSS W.3.4)

ELA.3.W.C10.2 with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language objectives up to and including grade 3). (CCSS W.3.5)

ELA.3.W.C10.3 with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (CCSS W.3.6)

Research to Build and Present Knowledge - A ELA.3.W.C11.1 conduct short research projects that build knowledge about a topic. (CCSS W.3.7)

ELA.3.W.C11.2 recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS W.3.8)


Range of Writing - A ELA.3.W.C12.1 write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. *(CCSS W.3.10)




Third grade students at distinguished level in speaking and listening:

carry out assigned roles while posing and responding to specific questions to clarify or follow up on information, make comments that contribute to the discussion and paraphrase portions of the presentation to review key ideas and supporting details;

add appropriate audio and visual displays to presentations to enhance development and to support main ideas or themes in an organized manner and differentiate between formal and informal situations.

Third grade students at above mastery level in speaking and listening:

carry out assigned roles while posing and responding to specific questions to clarify or follow up on information and make comments that contribute to the discussion;

add appropriate audio and/or visual displays to presentations to enhance development and to support main ideas or themes in an organized manner.

Third grade students at mastery level in speaking and listening:

come to discussions prepared to stay on topic, explore ideas, check understanding, link and explain their own ideas, determine main ideas and supporting details presented visually, quantitatively and orally while offering elaboration and detail;

report on a topic or text and create engaging recordings while speaking clearly at an understandable pace and emphasizing or enhancing certain facts or details with visual displays.

Third grade students at partial mastery level in speaking and listening:

come to discussion prepared to stay on task, explore ideas, check understanding, link and explain their own ideas, determine main ideas and supporting details presented visually, quantitatively and orally;

report on a topic or text while speaking clearly at an understandable pace and emphasizing or enhancing certain facts or details with visual displays.

Third grade students at novice level in speaking and listening:

link comments to remarks of others, recount or describe key ideas or details, clarify comprehension and deepen understanding;

speak audibly to tell stories and create audio recordings with appropriate facts and descriptive details to provide clarification.



Comprehension and Collaboration - A ELA.3.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.• come to discussions prepared, having read or studied required material; explicitly draw on that preparation and

other information known about the topic to explore ideas under discussion. • follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,

speaking one at a time about the topics and texts under discussion). • ask questions to check understanding of information presented, stay on topic, and link their comments to the

remarks of others. • explain their own ideas and understanding in light of the discussion.

(CCSS SL.3.1)

ELA.3.SL.C13.2 determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS SL.3.2)

ELA.3.SL.C13.3 ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (CCSS SL.3.3)

Presentation of Knowledge and Ideas - A ELA.3.SL.C14.1 report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,

speaking clearly at an understandable pace. (CCSS SL.3.4)

ELA.3.SL.C14.2 create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (CCSS SL.3.5)

ELA.3.SL.C14.3 speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. * (CCSS SL.3.6)




Third grade students at distinguished level in language:

form and use relative pronouns and adverbs; form and order adjectives; use verbs, conjunctions and prepositional phrases to produce correct and complete complex sentences; correct sentence fragments, run-ons and frequently confused words;

convey ideas precisely, choose punctuation for effect and differentiate between formal and informal situations;

use common Greek and Latin affixes and roots to determine meaning; consult reference materials to find the pronunciation and precise meaning of key words; demonstrate understanding of figurative language, synonyms and antonyms; acquire and use words and phrases that signal precise actions, emotions or states of being.

Third grade students at above mastery level in language:

form and use pronouns, verbs, adjectives, adverbs, conjunctions and prepositional phrases to produce correct and complete complex sentences;

convey ideas, choose punctuation for effect and differentiate between formal and informal situations;

use common Greek and Latin affixes and roots to determine meaning, consult reference materials to find the pronunciation and precise meaning of key words and demonstrate understanding of figurative language, synonyms and antonyms.

Third grade students at mastery level in language:

explain the functions of nouns, pronouns, verbs, adjectives, adverbs and conjunctions in sentences and produce complex sentences with subject-verb and pronoun–antecedent agreement;

choose words and phrases for effect and recognize differences between conventions of spoken and written standard English;

distinguish the literal/ nonliteral meanings and shades of meaning among related words that describe states of mind or degrees of certainty while acquiring and using conversational, general academic and domain-specific vocabulary.

Third grade students at partial mastery level in language:

explain the functions of nouns, pronouns, verbs, adjectives, adverbs and conjunctions in sentences; produce complex sentences and consult reference materials as needed;

recognize differences between conventions of spoken and written standard English;

distinguish the literal/nonliteral meanings and shades of meanings among related words that describe states of mind or degrees of certainty while acquiring and using conversational and general academic vocabulary.

Third grade students at novice level in language:

use collective nouns, irregular plural nouns, pronouns, irregular verbs, adjectives and adverbs correctly; produce, expand and rearrange sentences; use apostrophes to form contractions and possessives and consult reference materials as needed;

compare formal and informal uses of English;

use affixes, root words and meanings of individual words to determine the meaning of new words and compound words; consult reference sources for clarification; use adjectives and adverbs to describe.


• explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

• form and use regular and irregular plural nouns. • use abstract nouns (e.g., childhood). • form and use regular and irregular verbs.



• form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. • ensure subject-verb and pronoun-antecedent agreement. • form and use comparative and superlative adjectives and adverbs, and choose between them depending on what

is to be modified. • use coordinating and subordinating conjunctions . • produce simple, compound, and complex sentences.

(CCSS L.3.1)

ELA.3.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • capitalize appropriate words in titles. • use commas in addresses. • use commas and quotation marks in dialogue. • form and use possessives. • use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,

sitting, smiled, cries, happiness). • use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending

rules, meaningful word parts) in writing words. • consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

(CCSS L.3.2)


• choose words and phrases for effect. • recognize and observe differences between the conventions of spoken and written standard English.

(CCSS L.3.3)

Vocabulary Acquisition and Use - A ELA.3.L.C17.1 determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading

and content, choosing flexibly from a range of strategies. • use sentence-level context as a clue to the meaning of a word or phrase. • determine the meaning of the new word formed when a known affix is added to a known word (e.g.,

agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). • use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company,

companion). • use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise

meaning of key words and phrases. *

(CCSS L.3.4)

ELA.3.L.C17.2 demonstrate understanding of word relationships and nuances in word meanings. • distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). • identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). • distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g.,

knew, believed, suspected, heard, wondered).

(CCSS L.3.5)

ELA.3.L.C17.3 acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and transitional relationships (e.g., After dinner that night we went looking for them). * (CCSS L.3.6)


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English Language Arts fourth grade students will develop as readers and writers who are independent, self-directed critical thinkers, who take responsibility for their learning, connect new information to existing knowledge, develop positive habits of learning and work collaboratively to utilize information. Across all content areas, students critically analyze and evaluate what they read, create effective oral, written and multimedia communication in a variety of forms and contexts with increased emphasis on informational text and informative/explanatory and opinion writing. They access and integrate information using a variety of media sources and use listening as a comprehension strategy. At this level, students should enjoy a variety of opportunities to interact with 21st Century skills and a wide range of literary and informational text of appropriate complexity and with increasing emphasis on informational text, building the foundation for lifelong reading. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.



Fourth Grade ELA Numbering – NxG CSOs to Common Core



Fourth grade students at distinguished level in reading:

determine theme, compare and contrast two or more characters, settings or events drawing on details in a literary text; determine two or more main ideas and explain the relationships/interactions between individuals, events ideas or concepts based on specific information in informational text and quote accurately from literary and informational text;

determine the meaning of figurative language; compare and contrast overall structure of two or more literary and informational texts; analyze multiple accounts of the same event or topic and note similarities and differences in point of view; explain how chapters, scenes or stanzas fit together;

draw on information from multiple print and digital sources; demonstrate the ability to locate answers quickly and efficiently; identify reasons and evidence that support points made by an author; analyze how visual and multimedia elements

Fourth grade students at above mastery level in reading:

determine theme, compare and contrast two or more characters, settings or events drawing on details in a literary text; determine two or more main ideas and explain the relationships/interactions between individuals, events, ideas or concepts based on information in informational text;

compare and contrast overall structure of two or more literary and informational texts; analyze multiple accounts of the same event or topic;

draw on information from multiple print and digital sources to demonstrate the ability to locate answers identify supporting reasons to solve problems, compare and contrast stories in the same genre;


Fourth grade students at mastery level in reading:



make connections between different texts; identify specific descriptions and directions, compare and contrast similar themes, topics and patterns of events and interpret infractions and explain how they contributes to understandings; integrate information from two texts on the same topic in order to speak and write knowledgably;

Fourth grade students at partial mastery level in reading:

with prompting and support refer to text to summarize, infer and determine main idea or theme; draw on specific, in-depth details to explain how inferences, main idea and theme are supported;

use structural elements to explain differences between poems, drama and prose and between events, procedures, ideas and concepts in a text; compare and contrast different accounts considering focus and information;

make connections between different texts; identify descriptions and directions and compare and contrast similar themes, topics and patterns of events; integrate information from two texts on the same topic in order to speak and write knowledgably;

Fourth grade students at novice level in reading:



explain how illustrations contribute to what is conveyed through text, use information gained from illustrations and words to demonstrate understanding, describe connections between sentences and paragraphs and compare and contrast story elements in literary texts by the same author and key details presented



contribute to meaning, tone or beauty of a text; compare and contrast stories in the same genre;

read and comprehend literary and informational text grades 4-5 text complexity band Independently and proficiently;

apply grade level phonics analysis skills to decode words;


text proficiently in the grades 4-5 text complexity band with minimal scaffolding at the high end of the range;

apply phonic analysis skills to decode words;


read and comprehend literary and informational text in the grades 4-5 text complexity band proficiently with scaffolding needed at the high end of the range;



read and comprehend literary and informational text in the grades 4-5 text complexity band with minimal scaffolding as needed;

use knowledge of letter-sound correspondences, syllabication patterns and morphology to read multisyllabic words in context;


in two informational texts on the same topic;




Key Ideas and Details - A ELA.4.R.C1.1 refer to details and examples in a literary text when explaining what the text says explicitly and when drawing inferences

from the text. (CCSS RL.4.1)

ELA.4.R.C1.2 determine a theme of a story, drama or poem from details in the literary text; summarize the text. (CCSS RL.4.2)

ELA.4.R.C1.3 describe in depth a character, setting or event in a story or drama, drawing on specific details in the literary text (e.g., a character’s thoughts, words or actions). (CCSS RL.4.3)

ELA.4.R.C1.4 refer to details and examples in an informational text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS RI.4.1)

ELA.4.R.C1.5 determine the main idea of an informational text and explain how it is supported by key details; summarize the text. (CCSS RI.4.2)

ELA.4.R.C1.6 explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the informational text. (CCSS RI.4.3)

Craft and Structure - A ELA.4.R.C2.1 determine the meaning of words and phrases as they are used in a literary text, including those that allude to significant

characters found in mythology (e.g., Herculean). (CCSS RL.4.4)

ELA.4.R.C2.2 explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a literary text. (CCSS RL.4.5)

ELA.4.R.C2.3 compare and contrast the point of view from which different literary texts are narrated, including the difference between first- and third-person narrations. (CCSS RL.4.6)

ELA.4.R.C2.4 determine the meaning of general academic and domain-specific words or phrases in an informational text relevant to a grade 4 topic or subject area. (CCSS RI.4.4)

ELA.4.R.C2.5 describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in an informational text or part of an informational text. (CCSS RI.4.5)

ELA.4.R.C2.6 compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided in informational text. (CCSS RI.4.6)

Integration of Knowledge and Ideas - A ELA.4.R.C3.1 make connections between the text of a story or drama and a visual or oral presentation of the literary text, identifying

where each version reflects specific descriptions and directions in the text. (CCSS RL.4.7)

ELA.4.R.C3.2 compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature, and literary text from different cultures. (CCSS RL.4.9)

ELA.4.R.C3.3 interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the informational text in which it appears. (CCSS RI.4.7)

ELA.4.R.C3.4 explain how an author uses reasons and evidence to support particular points in an informational text. (CCSS RI.4.8)

ELA.4.R.C3.5 integrate information from two informational texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS RI.4.9)

Range of Reading and Level of Text Complexity - A



ELA.4.R.C4.1 by the end of the year read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RL.4.10)

ELA.4.R.C4.2 by the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RI.4.10)


• use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes ) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS RF.4.3)


• read on-level text with purpose and understanding. • read on-level prose and poetry orally with accuracy, appropriate rate, and expression. • use context to confirm or self-correct word recognition and understanding, rereading as necessary.

(CCSS RF.4.4)




Fourth grade students at distinguished level in writing:

develop opinion and informative / explanatory texts organized to a specific topic in a clear, logical order; transition from the topic to supporting details using appropriate language and domain-specific vocabulary; provide a concluding statement related to the information presented; write narratives that orient the reader by establishing a situation; use concrete words and phrases using narrative techniques such as pacing and dialogue to show characters’ response to situations;

with guidance and collaboration, organize and produce clear, coherent writings appropriate for task and audience; strengthen writing by editing, revising, rewriting; use technology, including the Internet, to produce and publish;

use several sources to conduct short research projects, summarize and paraphrase gathered information in notes, use reasons and evidence to support analysis and research and provide a list of sources in the finished work;

write over extended time frames for research-based projects and shorter time frames for specific tasks, purposes and audiences.

Fourth grade students at above mastery level in writing:

develop opinion and informative/explanatory texts organized to a specific topic in a clear, logical order; use appropriate language and domain-specific vocabulary; provide a concluding statement related to the information presented; write narratives that orient the reader by establishing a situation; use concrete words, phrases or clauses to convey sequence of events to show characters’ response to situations;

with guidance and collaboration, organize and produce clear, coherent writings appropriate for task and audience; strengthen writing by editing, revising, rewriting; use technology, including the Internet;

use a moderate amount of sources to conduct short research projects, summarize gathered information in notes, use evidence to support analysis and research and provide a list of sources in the finished work;

write routinely over short and extended time frames for research-based projects for specific tasks, purposes and audiences.

Fourth grade students at mastery level in writing:

develop opinion and informative/explanatory texts clearly in which supporting facts, concrete details and quotations related to the topic are grouped in paragraphs and sections linked within categories to support the writer’s purpose; use precise language and domain-specific vocabulary; write narratives that orient the reader by establishing a situation; use concrete words and phrases, sensory details and transitional words and phrases to convey the sequence of events; provide a logical conclusion;

use the Internet and sufficient keyboarding skills to produce and publish clear and coherent writings appropriate to audience;

investigate different aspects of a topic to categorize relevant information drawn from literary and informational texts to support analysis, reflection and research; provide a list of sources;


Fourth grade students at partial mastery level in writing:

develop opinion and informative/explanatory texts clearly in which supporting facts and concrete details related to the topics are grouped in paragraphs to support writer’s purpose; use precise vocabulary; write narratives that use concrete words or phrases, sensory details and transitional words and phrases to convey the sequence of events;

use the Internet and keyboarding skills to produce clear and coherent writings appropriate;

investigate different aspects of a topic to categorize relevant information drawn from literary and informational texts to support research; provide a list of sources;


Fourth grade students at partial mastery level in writing:

develop opinion and informative/explanatory texts with organizational structure that supports a point of view or opinion by listing reasons and details and by using phrases to connect ideas within categories while conveying ideas and information clearly; write narratives to develop real or imagined experiences or event sequences using effective technique, descriptive details, transitional phrases and dialogue to establish a situation and introduce a narrator and/or characters;

use technology to interact and collaborate with others to plan organize, develop and publish writings appropriate to task and purpose with guidance and support from adults and peers;

conduct short research projects that build knowledge about a topic, take notes from print and digital sources and sort information into provided categories;




Text Types and Purposes - A ELA.4.W.C9.1 write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• introduce a topic or text clearly, state an opinion and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

• provide reasons that are supported by facts and details. • link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). • provide a concluding statement or section related to the opinion presented.

(CCSS W.4.1)

ELA.4.W.C9.2 write informative/explanatory texts to examine a topic and convey ideas and information clearly. • introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g.,

headings), illustrations and multimedia when useful to aiding comprehension. • develop the topic with facts, definitions, concrete details, quotations or other information and examples related

to the topic. • link ideas within categories of information using words and phrases (e.g., another, for example, also,

because). • use precise language and domain-specific vocabulary to inform about or explain the topic. • provide a concluding statement or section related to the information or explanation presented.

(CCSS W.4.2)

ELA.4.W.C9.3 write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

• use dialogue and description to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words and phrases to manage the sequence of events. • use concrete words and phrases and sensory details to convey experiences and events precisely. • provide a conclusion that follows from the narrated experiences or events.

(CCSS W.4.3)

Production and Distribution of Writing - A ELA.4.W.C10.1 produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.) (CCSS W.4.4)

ELA.4.W.C10.2 with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing (Editing for conventions should demonstrate command of Language objectives up to and including grade 4). (CCSS W.4.5)

ELA.4.W.C10.3 with some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (CCSS W.4.6)

Research to Build and Present Knowledge - A ELA.4.W.C11.1 conduct short research projects that build knowledge through investigation of different aspects of a topic. (CCSS

W.4.7)

ELA.4.W.C11.2 recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (CCSS W.4.8)

ELA.4.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection, and research. • apply grade 4 Reading objectives to literature (e.g., “Describe in depth a character, setting, or event in a story

or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). • apply grade 4 Reading objectives to informational texts (e.g., “Explain how an author uses reasons and

evidence to support particular points in a text.”).(CCSS W.4.9)

Range of Writing - A ELA.4.W.C12.1 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. * (CCSS W.4.10)




Fourth grade students at distinguished level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied; summarize a written text and points a speaker makes and explain how each claim is supported; make comments,

Fourth grade students at above mastery level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied; summarize a written text and points a speaker makes and explain how each claim is supported; make comments and

Fourth grade students at mastery level in speaking and listening:

carry out assigned roles while posing and responding to specific questions to clarify or follow up on information, make comments that contribute to the discussion and paraphrase portions of the

Fourth grade students at partial mastery level in speaking and listening:

carry out assigned roles while posing and responding to specific questions to clarify or follow up on information and make comments that contribute to the discussion;

Fourth grade students at novice level in speaking and listening:

come to discussions prepared to stay on topic, explore ideas, check understanding, link and explain their own ideas, determine main ideas and supporting details presented visually, quantitatively and orally



elaborate on the remarks of others and draw conclusions based on new information;

report on a topic or present an opinion using a logical sequence of events; adapt speech to a variety of contexts and tasks; support the main idea with appropriate facts and sufficient details; speak clearly and enhance presentation with multimedia and visual displays.

elaborate on the remarks of others based on new information;

report on a topic or present an opinion using a logical sequence of events; support the main idea with appropriate facts, speak clearly and enhance presentations with multimedia and visual displays.

presentation to review key ideas and supporting details;


add appropriate audio and/or visual displays to presentations to enhance development and to support main ideas or themes in an organized manner.

while offering elaboration and detail;

report on a topic or text and create engaging recordings while speaking clearly at an understandable pace emphasizing or enhancing certain facts or details with visual displays.

Comprehension and Collaboration - A ELA.4.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. • come to discussions prepared, having read or studied required material; explicitly draw on that preparation and

other information known about the topic to explore ideas under discussion. • follow agreed-upon rules for discussions and carry out assigned roles. • pose and respond to specific questions to clarify or follow up on information, and make comments that

contribute to the discussion and link to the remarks of others. • review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

(CCSS SL.4.1)

ELA.4.SL.C13.2 paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS SL.4.2)

ELA.4.SL.C13.3 identify the reasons and evidence a speaker provides to support particular points. (CCSS SL.4.3)

Presentation of Knowledge and Ideas - A ELA.4.SL.C14.1 report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and

relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (CCSS SL.4.4)

ELA.4.SL.C14.2 add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (CCSS SL.4.5)

ELA.4.SL.C14.3 differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language objectives for specific expectations.) * (CCSS SL.4.6)




Fourth grade students at distinguished level in language:

explain function of conjunctions, prepositions and interjections; form and use the perfect verb tenses; use commas to set off items in a series, introductory elements, tag questions and to indicate direct address;

expand, combine and reduce sentences for meaning, interest and style while comparing and contrasting language used in stories, dramas or poems and differentiate between formal and informal situations;

interpret figurative language and use the relationship between particular words to better

Fourth grade students at above mastery level in language:

explain function of conjunctions, prepositions and interjections; use commas to punctuate items in a series;

combine and reduce sentences for meaning, interest and style and differentiate between formal and informal situations;

demonstrate an understanding of figurative language and use the relationship between particular words to better understand each; acquire

Fourth grade students at mastery level in language:

form and use relative pronouns and adverbs; form and order adjectives; use verbs, conjunctions and prepositional phrases to produce correct and complete sentences; correct sentence fragments, run-ons and frequently confused words;


use common Greek and Latin affixes and roots to determine meaning; consult reference materials to find the pronunciation

Fourth grade students at partial mastery level in language:

form and use pronouns, verbs, adjectives, adverbs, conjunctions and prepositional phrases to produce correct and complete sentences;

choose punctuation for effect and differentiate between formal and informal situations;

use common Greek and Latin affixes and roots to determine meanings, consult reference materials to find the pronunciation and precise meaning of key words and

Fourth grade students at novice level in language:

explain the function of nouns, pronouns, verbs, adjectives, adverbs and conjunctions in sentences and produce complex sentences with subject-verb and pronoun–antecedent agreement;

choose words and phrases for effect and recognize differences between conventions of spoken and written standard English;

distinguish the literal/nonliteral meanings and shades of meaning among related words that describe states of mind or degrees of certainty while acquiring and using



understand each; acquire and use general academic and domain-specific words and phrases that signal contrast, addition and other logical relationships.

general and domain-specific words and phrases that signal precise actions, emotions or states of being

and precise meaning of key words; demonstrate understanding of figurative language, synonyms and antonyms; acquire and use words and phrases that signal precise actions, emotions or states of being.

demonstrate understanding of figurative language, synonyms and antonyms.

conversational, general academic and domain-specific vocabulary.


• use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why,). • form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. • use modal auxiliaries (e.g., can, may, must) to convey various conditions. • order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small

bag). • form and use prepositional phrases. • produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. • correctly use frequently confused words (e.g., to, too, two; there, their).

(CCSS L.4.1)

ELA.4.L.C15.2 demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. • use correct capitalization. • use commas and quotation marks to mark direct speech and quotations from a text. • use a comma before a coordinating conjunction in a compound sentence. • spell grade-appropriate words correctly, consulting references as needed.

(CCSS L.4.2)


• choose words and phrases to convey ideas precisely. • choose punctuation for effect. • differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group discussion).

(CCSS L.4.3)

Vocabulary Acquisition and Use - A ELA.4.L.C17.1 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading

and content, choosing flexibly from a range of strategies.• use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or

phrase. • use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,

telegraph, photograph, autograph). • consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation and determine or clarify the precise meaning of key words and phrases. *

(CCSS L.4.4)

ELA.4.L.C17.2 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. • recognize and explain the meaning of common idiom, adages, and proverb. • demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but

not identical meanings (synonyms).

(CCSS L.4.5)

ELA.4.L.C17.3 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). * (CCSS L.4.6)


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English Language Arts fifth grade students expand and strengthen knowledge and skills learned in earlier grades in a literacy-rich environment that integrates reading, writing, speaking and listening and language in engaging and authentic experiences. Students apply comprehension, writing and vocabulary skills and strategies, which will enable them to critically judge literary and informational texts across the curriculum, with increased emphasis on informational texts. Fifth grade students continue to read literary and informational texts of appropriate complexity. They strengthen and expand their research and writing skills using the writing process and conventions of language within and across the curriculum with increased emphasis on writing and sharing information, explaining and giving opinions. Integration of reading, writing, listening, speaking and media literacy instruction prepare fifth grade 21st century learners as they access information to contribute, deliver and exhibit. Fifth grade students continue to develop as independent, self-directed critical thinkers and life-long learners through participating in inquiry based, self-directed learning experiences. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.



Fifth Grade ELA Numbering – NxG CSOs to Common Core



Fifth grade students at distinguished level in reading:

support analysis of literary and informational text with specific evidence, objective inferences; summarize, determine central ideas and describe plot development and characters’ response;

determine the figurative and connotative meanings; analyze how words and text structure contribute to tone and development of theme, setting, plot and point of view in literary and informational text;

compare and contrast one author’s presentation across genres and media formats in literary and informational text;


Fifth grade students at above mastery level in reading:

analyze and quote accurately from literary and informational text, determine central ideas and describe plot development and characters’ response;

determine the figurative meaning; analyze how words and text structure contribute to tone and development of theme, setting, plot and point of view in literary and informational text;

compare and contrast one author’s presentation across genres in literary and informational text;


Fifth grade students at mastery level in reading:

determine theme, compare and contrast two or more characters, settings or events drawing on details in a literary text; determine two or more main ideas and explain the relationships/interactions between individuals, events, ideas or concepts based on specific information in informational text and quote accurately from literary and informational text;


draw on information from multiple print and digital sources; demonstrate the ability to locate answers quickly and efficiently; identify reasons and evidence that support points made by an author; analyze how visual and

Fifth grade students at partial mastery level in reading:

determine theme, compare and contrast two or more characters, settings or events drawing on details in a literary text; determine two or more main ideas and explain the relationships/interactions between individuals, events, ideas or concepts based on information in informational text;

compare and contrast overall structure of two or more literary and informational texts; analyze multiple accounts of the same event or topic;

draw on information from multiple print and digital sources to demonstrate the ability to locate answers identify supporting reasons to solve problems, compare and contrast stories in the same genre;

Fifth grade students at novice level in reading:



make connections between different texts, identify specific descriptions and directions, compare and contrast similar themes, topics and patterns of events, interpret infractions and explain how they contribute to understandings; integrate information from two texts on the same topic in order



text in the grades 6-8 text complexity band proficiently with minimal scaffolding;

apply above grade level phonics analysis skills to decode words;


text in the grade 6-8 text complexity band proficiently with scaffolding as needed;

apply above grade level phonics analysis skills to decode words with scaffolding;


multimedia elements contribute to meaning, tone or beauty of a text; compare and contrast stories in the same genre;


apply grade level phonics analysis skills to decode words;


read and comprehend literary and informational text in the grades 4-5 text complexity band proficiently with minimal scaffolding at the high end of the range;

apply phonic analysis skills to decode words;


to speak and write knowledgably;

read and comprehend literary and informational text in the grades 4-5 text complexity band proficiently with minimal scaffolding as needed;



Key Ideas and Details - A ELA.5.R.C1.1 quote accurately from a literary text when explaining what the text says explicitly and when drawing inferences from the

text. (CCSS RL.5.1)

ELA.5.R.C1.2 determine a theme of a story, drama or poem from details in a literary text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (CCSS RL.5.2)

ELA.5.R.C1.3 compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the literary text (e.g., how characters interact). (CCSS RL.5.3)

ELA.5.R.C1.4 quote accurately from an informational text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS RI.5.1)

ELA.5.R.C1.5 determine two or more main ideas of an informational text and explain how they are supported by key details; summarize the text. (CCSS RI.5.2)

ELA.5.R.C1.6 using an informational text, explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific or technical text based on specific information in the text. (CCSS RI.5.3)

Craft and Structure - A ELA.5.R.C2.1 determine the meaning of words and phrases as they are used in a literary text, including figurative language such as

metaphors and simile. (CCSS RL.5.4)

ELA.5.R.C2.2 explain how a series of chapters, scenes, or stanzas fits together in a literary text to provide the overall structure of a particular story, drama, or poem. (CCSS RL.5.5)

ELA.5.R.C2.3 describe how a narrator’s or speaker’s point of view influences how events are described in a literary text. (CCSS RL.5.6)

ELA.5.R.C2.4 determine the meaning of general academic and domain-specific words and phrases in an informational text relevant to a grade 5 topic or subject area. (CCSS RI.5.4)

ELA.5.R.C2.5 compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more informational texts. (CCSS RI.5.5)

ELA.5.R.C2.6 analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent in an informational text. (CCSS RI.5.6)

Integration of Knowledge and Ideas - A ELA.5.R.C3.1 analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a literary text (e.g., graphic

novel, multimedia presentation of fiction, folktale, myth, poem). (CCSS RL.5.7)

ELA.5.R.C3.2 compare and contrast stories in literary texts in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (CCSS RL.5.9)

ELA.5.R.C3.3 draw on information from multiple print or digital informational sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (CCSS RI.5.7)

ELA.5.R.C3.4 explain how an author uses reasons and evidence to support particular points in an informational text, identifying which reasons and evidence support which point(s). (CCSS RI.5.8)

ELA.5.R.C3.5 integrate information from several informational texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS RI.5.9)

Range of Reading and Level of Text Complexity - A



ELA.5.R.C4.1 by the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. * (CCSS RL.5.10)

ELA.5.R.C4.2 by the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. * (CCSS RI.5.10)


• use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes ) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS RF.5.3)


• read on-level text with purpose and understanding. • read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • use context to confirm or self-correct word recognition and understanding, rereading as necessary.

(CCSS RF.5.4)




Fifth grade students at distinguished level in writing:

develop argumentative, informative/ explanatory texts that support claims, examine and convey ideas and information and use coherent and relevant development; narratives that possess a variety of appropriate transitions and details using precise language and domain-specific vocabulary to convey experiences;

utilizing the writing process and collaboration, produce, strengthen and publish in one sitting a minimum of three pages of audience-appropriate writing that is clear and organized and conveys appropriate style;

conduct and refine research that encourages analysis, evaluation and reflection using multiple, credible sources to avoid plagiarism and use a basic bibliographic format;


Fifth grade students at above mastery level in writing:

develop opinion and informative/explanatory texts that support opinions, examine and convey ideas and information and use coherent and relevant development; write narratives with appropriate transitions and details using precise language and domain-specific vocabulary;

organize and produce clear, coherent writings appropriate for task and audience; strengthen writing by editing, revising, rewriting; use technology, including the Internet, to produce and publish;

use several credible sources to conduct research that encourages analysis and avoids plagiarism by using a basic bibliographic format;


Fifth grade students at mastery level in writing:

develop opinion and informative/explanatory texts organized to a specific topic in a clear, logical order; transition from the topic to supporting details using appropriate language and domain-specific vocabulary; provide a concluding statement related to the information; write narratives that orient the reader by establishing a situation; use concrete words and phrases using narrative techniques such as pacing and dialogue to show characters’ response to situations;


use several sources to conduct short research projects, summarize and paraphrase gathered information in notes, use evidence to support analysis and research and provide a list of sources in the finished work;


Fifth grade students at partial mastery level in writing:

develop opinion and informative/explanatory texts organized to a specific topic in a clear, logical order; use appropriate language and domain-specific vocabulary; provide a concluding statement related to the information presented in the writing. develop opinion and informative/explanatory texts organized to a specific topic in a clear, logical order; use appropriate language and domain-specific vocabulary; provide a concluding statement related to the information presented; write narratives that orient the reader by establishing a situation; use concrete words, phrases or clauses to convey sequence of events to show characters’ response to situations;

with guidance and collaboration, organize and produce clear, coherent writing appropriate for task and audience; strengthen writing by editing, revising, rewriting; use technology, including the Internet;

use a moderate amount of sources to conduct short research projects, summarize gathered information in notes, use evidence to support analysis and research and provide a list of sources in the finished work;

write routinely over short and extended time frames for research based

Fifth grade students at novice level in writing:

develop opinion and informative/explanatory texts clearly in which supporting facts, concrete details and quotations related to the topic are grouped in paragraphs and sections linked within categories to support the writer’s purpose; use precise language and domain-specific vocabulary; write narratives that orient the reader by establishing a situation; use concrete words and phrases, sensory details and transitional words and phrases to convey the sequence of events; provide a logical conclusion;

use the Internet and sufficient keyboarding skills to produce and publish in one sitting a minimum of two pages of clear and coherent writing appropriate to audience;

investigate different aspects of a topic to categorize relevant information drawn from literary and informational texts to support analysis, reflection and research; provide a list of sources;




projects for specific tasks, purposes and audiences.

Text Types and Purposes - A ELA.5.W.C9.1 write opinion pieces on topics or texts; supporting a point of view with reasons and information.

• introduce a topic or text clearly, state an opinion and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

• provide logically ordered reasons that are supported by facts and details. • link opinion and reasons using words, phrases and clauses (e.g., consequently, specifically). • provide a concluding statement or section related to the opinion presented.

(CCSS W.5.1)

ELA.5.W.C9.2 write informative/explanatory texts to examine a topic and convey ideas and information clearly. • introduce a topic clearly, provide a general observation and focus and group related information logically;

include formatting (e.g., headings), illustrations and multimedia when useful in aiding comprehension. • develop the topic with facts, definitions, concrete details, quotations or other information and examples related

to the topic. • link ideas within and across categories of information using words, phrases and clauses (e.g., in contrast,

especially). • use precise language and domain-specific vocabulary to inform about or explain the topic. • provide a concluding statement or section related to the information or explanation presented.

(CCSS W.5.2)

ELA.5.W.C9.3 write a narrative to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.

• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

• use narrative techniques, such as dialogue, description and pacing, to develop experiences and events or show the responses of characters to situations.

• use a variety of transitional words, phrases and clauses to manage the sequence of events. • use concrete words and phrases and sensory details to convey experiences and events precisely. • provide a conclusion that follows from the narrated experiences or events.

(CCSS W.5.3)

Production and Distribution of Writing - A ELA.5.W.C10.1 produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in objectives 1–3 in Text Types and Purposes.) (CCSS W.5.4)

ELA.5.W.C10.2 with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language objectives up to and including grade 5.) (CCSS W.5.5)

ELA.5.W.C10.3 with some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (CCSS W.5.6)

Research to Build and Present Knowledge - A ELA.5.W.C11.1 conduct short research projects that use several sources to build knowledge through investigation of different aspects

of a topic. (CCSS W.5.7)

ELA.5.W.C11.2 recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (CCSS W.5.8)

ELA.5.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection, and research. • apply grade 5 Reading objectives to literature (e.g., “Compare and contrast two or more characters, settings,

or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). • apply grade 5 Reading objectives to informational texts (e.g., “Explain how an author uses reasons and

evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

(CCSS W.5.9)






Fifth grade students at distinguished level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied to engage

Fifth grade students at above mastery level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied to engage

Fifth grade students at mastery level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied;

Fifth grade students at partial mastery level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied;

Fifth grade students at novice level in speaking and listening:

carry out assigned roles while posing and responding to specific questions to clarify or



in discussions of information presented in diverse formats, posing and responding to questions, referring to evidence, distinguishing valid claims, using reflection and paraphrasing to understand multiple perspectives;

speaking in task appropriate language, clearly present logically sequenced, relevant contributions using visual and multimedia components to clarify.

in discussion of information presented in diverse formats, posing questions, referring to evidence, distinguishing valid claims and using reflection to understand multiple perspectives;

speaking in task appropriate language, clearly present logically sequenced facts and ideas using visual and multimedia displays.

summarize a written text and points a speaker makes and explain how each claim is supported; make comments, elaborate on the remarks of others and draw conclusions based on new information;

report on a topic or present an opinion using a logical sequence of events; adapt speech to a variety of contexts and tasks; support the main idea with appropriate facts and sufficient details; speak clearly and enhance presentation with multimedia and visual displays.

summarize a written text and points a speaker makes and explain how each claim is supported; make comments and elaborate on the remarks of others based on new information;

report on a topic or present an opinion using a logical sequence of events; support the main idea with appropriate facts, speak clearly and enhance presentation with multimedia and visual displays.

follow up on information, make comments that contribute to the discussion and paraphrase portions of the presentation to review key ideas and supporting details;



partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.• come to discussions prepared having read or studied required material; explicitly draw on that preparation and

other information known about the topic to explore ideas under discussion. • follow agreed-upon rules for discussions and carry out assigned roles. • pose and respond to specific questions by making comments that contribute to the discussion and elaborate on

the remarks of others. • review the key ideas expressed and draw conclusions in light of information and knowledge gained from the

discussions.

(CCSS SL.5.1)

ELA.5.SL.C13.2 summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS SL.5.2)

ELA.5.SL.C13.3 summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (CCSS SL.5.3)

Presentation of Knowledge and Ideas - A ELA.5.SL.C14.1 report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant,

descriptive details to support main ideas or themes; speak clearly at an understandable pace. (CCSS SL.5.4)

ELA.5.SL.C14.2 include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (CCSS SL.5.5)

ELA.5.SL.C14.3 adapt speech to a variety of contexts and tasks; using formal English when appropriate to task and situation. (See grade 5 Language objectives for specific expectations.) * (CCSS SL.5.6)




Fifth grade students at distinguished level in language:

use intensive pronouns and proper case, correct non-standard pronoun usage, recognize vague pronouns, improve expression and use commas, parentheses and dashes to set off nonrestrictive/ parenthetical elements;

vary sentence patterns for meaning interest and style while maintaining consistency in tone and style;

Fifth grade students at above mastery level in language:

use intensive pronouns and proper case, correct non-standard pronoun usage, recognize vague pronouns, improve expression and use commas, parentheses and dashes to set off nonrestrictive/ parenthetical elements with scaffolding as needed;

vary sentence patterns for meaning interest and style while maintaining consistency;

Fifth grade students at mastery level in language:


expand, combine and reduce sentences for meaning, interest and style while comparing and contrasting language used in stories, dramas or poems and differentiate

Fifth grade students at partial mastery level in language:

explain function of conjunctions, prepositions and interjections; use commas to punctuate items in a series;

combine and reduce sentences for meaning, interest and style and differentiate between formal and informal situations;

Fifth grade students at novice level in language:

form and use relative pronouns and adverbs; form and order adjectives; use verbs, conjunctions and prepositional phrases to produce correct and complete sentences; correct sentence fragments, run-ons and frequently confused words;




use context clues, affixes and/or roots to decipher meaning, consult print and digital reference; demonstrate understanding of figures of speech, relationships between words and denotation and the nuances of connotation.

demonstrate an understanding of academic and domain-specific words and phrases, using context clues, affixes and/or roots to decipher meaning, consult print and digital references and understand figures of speech and relationships between words.

between formal and informal situations;

interpret figurative language and use the relationship between particular words to better understand each; acquire and use general academic and domain-specific words and phrases that signal contrast, addition and other logical relationships.

demonstrate an understanding of figurative language and use the relationship between particular words to better understand each; acquire general and domain-specific words and phrases that signal precise actions, emotions or states of being.

use common Greek and Latin affixes and roots to determine meaning, consult reference materials to find the pronunciation and precise meaning of key words; demonstrate understanding of figurative language, synonyms and antonyms; acquire and use words and phrases that signal precise actions, emotions or states of being.


• explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

• form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. • use verb tense to convey various times, sequences, states, and conditions. • recognize and correct inappropriate shifts in verb tense. • use correlative conjunctions (e.g., either/or, neither/nor).

(CCSS L.5.1)

ELA.5.L.C15.2 demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. • use punctuation to separate items in a series. • use a comma to separate an introductory element from the rest of the sentence. • use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the

sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). • use underlining, quotation marks, or italics to indicate titles of works. • spell grade-appropriate words correctly, consulting references as needed.

(CCSS L.5.2)


• expand, combine, and reduce sentences for meaning, reader/listener interest, and style. • compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

(CCSS L.5.3)


reading and content, choosing flexibly from a range of strategies. • use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word

or phrase. • use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

(e.g., photograph, photosynthesis). • consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation and determine or clarify the precise meaning of key words and phrases. *

(CCSS L.5.4)

ELA.5.L.C17.2 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• interpret figurative language, including similes and metaphors, in context. • recognize and explain the meaning of common idioms, adages, and proverbs. • use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand

each of the words.

(CCSS L.5.5)

ELA.5.L.C17.3 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). * (CCSS L.5.6)


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English Language Arts sixth grade students apply a variety of strategies to increase language, writing and comprehension skills within a literacy-rich environment. Those strategies include literal, inferential and critical thinking components couched in student directed, meaningful and engaging learning experiences. Students continue to evaluate connections among the facts, ideas and concepts of literary and informational texts across the curriculum with increasing emphasis on informational texts. Sixth grade students continue to read literary and informational texts of appropriate complexity. Sixth grade students use the writing process and the conventions of language to address specific writing purposes with increased emphasis on informative/explanatory and argumentative writing and speaking for various audiences. They demonstrate competency in mechanics and language usage in order to communicate ideas effectively. Sixth grade 21st Century learners employ listening, speaking and media strategies to gather and process oral information in order to effectively express themselves in a variety of situations. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.



Sixth Grade ELA Numbering – NxG CSOs to Common Core



Sixth grade students at distinguished level in reading:

objectively summarize and cite pieces of literary and informational texts to support analysis of central ideas and interaction of elements of literary and informational texts;

analyze how rhyme, sound, form, structure and point of view contribute to meaning and how the author distinguishes his or her position from that of others in literary and informational text;

compare and contrast the portrayal of the subject in literary and informational texts by two or more authors and to their multimedia version, including techniques unique to each medium; assess relevance of key information; compare and contrast a fictional portrayal and a historical account of the same time period to understand how

Sixth grade students at above mastery level in reading:

objectively summarize and cite pieces of literary and informational texts to support analysis of central ideas and inferences and describe plot development and characters’ response;

analyze how words, figurative and connotative meanings and text structure contribute to tone and development of story elements and point of view in literary and informational text;

compare and contrast literary and informational text to their multimedia version, including techniques unique to each medium and their approaches to similar themes;

Sixth grade students at mastery level in reading:

support analysis of literary and informational text with specific evidence and objective inferences; summarize, determine central ideas and describe plot development and characters’ response;

determine the figurative and connotative meanings and analyze how words and text structure contribute to tone and development of theme, setting, plot and point of view in literary and informational text;


read and comprehend

Sixth grade students at partial mastery level in reading:

analyze and quote accurately from literary and informational text, determine central ideas and describe plot development and characters’ response;

determine the figurative meaning; analyze how words and text structure contribute to tone and development of theme, setting, plot and point of view in literary and informational text;

compare and contrast one author’s presentation across genres in literary and informational text;

read and comprehend

Sixth grade students at novice level in reading:

determine theme, compare and contrast two or more characters, settings or events drawing on details in a literary text; determine two or more main ideas and explain the relationships/interactions between individuals, events, ideas or concepts based on specific information in informational text and quote accurately from literary and informational text;


draw on information from multiple print and digital sources; demonstrate the ability to locate answers quickly and efficiently; identify reasons and evidence that support points made by an author; analyze how visual and



authors of fiction use or alter history;

read and comprehend literary and informational texts in the grades 6-8 text complexity band independently and proficiently.

read and comprehend literary and informational text in the grades 6-8 text complexity band proficiently with minimal scaffolding at the high end of the range.

literary and informational text in the grades 6-8 text complexity band proficiently with scaffolding as needed at the high end of the range.

literary and informational text in the grade 6-8 text complexity band with minimal scaffolding as needed.

multimedia elements contribute to meaning, tone or beauty of a text; compare and contrast stories in the same genre;

read and comprehend literary and informational text in the grades 4-5 text complexity band with scaffolding as needed at the high end of the range.

Key Ideas and Details - A ELA.6.R.C1.1 cite textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text.

(CCSS RL.6.1)

ELA.6.R.C1.2 determine a theme or central idea of a literary text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (CCSS RL.6.2)

ELA.6.R.C1.3 describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. (CCSS RL.6.3)

ELA.6.R.C1.4 cite textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text. (CCSS RI.6.1)

ELA.6.R.C1.5 determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (CCSS RI.6.2)

ELA.6.R.C1.6 analyze in detail how a key individual, event or idea is introduced, illustrated and elaborated in an informational text (e.g., through examples or anecdotes). (CCSS RI.6.3)

Craft and Structure - A ELA.6.R.C2.1 determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative

meanings; analyze the impact of a specific word choice on meaning and tone. (CCSS RL.6.4)

ELA.6.R.C2.2 analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a literary text and contributes to the development of the theme, setting, or plot. (CCSS RL.6.5)

ELA.6.R.C2.3 explain how an author develops the point of view of the narrator or speaker in a literary text. (CCSS RL.6.6)

ELA.6.R.C2.4 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings. (CCSS RI.6.4)

ELA.6.R.C2.5 analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of an informational text and contributes to the development of the ideas. (CCSS RI.6.5)

ELA.6.R.C2.6 determine an author’s point of view or purpose in an informational text and explain how it is conveyed in the text. (CCSS RI.6.6)

Integration of Knowledge and Ideas - A ELA.6.R.C3.1 compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live

version of the literary text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. (CCSS RL.6.7)

ELA.6.R.C3.2 compare and contrast literary texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. (CCSS RL.6.9)

ELA.6.R.C3.3 integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (CCSS RI.6.7)

ELA.6.R.C3.4 trace and evaluate the argument and specific claims in an informational text, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS RI.6.8)

ELA.6.R.C3.5 compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)in informational text. (CCSS RI.6.9)

Range of Reading and Level of Text Complexity - A ELA.6.R.C4.1 by the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8

text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RL.6.10)

ELA.6.R.C4.2 by the end of the year, read and comprehend literary nonfiction and other informational text in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RI.6.10)






Sixth grade students at distinguished level in writing:

develop logical arguments and informative/explanatory texts using accurate sources to create cohesion and to support claims with clear reasons and relevant evidence while acknowledging alternate or opposing claims; write narratives using effective technique, relevant descriptive details and well-structured sequences to establish point of view and to capture action;

use technology to produce, publish and distribute writing focused on how well purpose and audience have been addressed while linking to and citing sources;

use search terms effectively to conduct short research projects that generate additional related, focused questions for further research while assessing the credibility and accuracy of sources, avoiding plagiarism and using a standard form for citation; draw evidence from literary or informational text to support analysis, reflection and research;


Sixth grade students at above mastery level in writing:

develop arguments and informative/explanatory texts; use sources to support claims, examine and convey complex ideas and information; and use a variety of transitions and details; write narratives that develop experiences or events with clear development and organization;

produce, strengthen and publish audience-appropriate writing focused on how well the task, purpose and audience have been addressed;

conduct a short research project that encourages analysis, evaluation and reflection; refocus the inquiry; assess the credibility of sources; avoid plagiarism; and use a basic bibliographic format;


Sixth grade students at mastery level in writing:

develop argumentative, informative/ explanatory texts that support claims, examine and convey ideas and information and use coherent and relevant development; write narratives that possess a variety of appropriate transitions and details using precise language and domain-specific vocabulary to convey experiences;

utilizing the writing process and collaboration, produce, strengthen and publish in one sitting an audience-appropriate writing that is clear and organized and conveys appropriate style;

conduct and refine research that encourages analysis, evaluation and reflection using multiple, credible sources to avoid plagiarism and use a basic bibliographic format;


Sixth grade students at partial mastery level in writing:

develop opinion and informative/explanatory texts that support opinions, examine and convey ideas and information and use coherent and relevant development; write narratives with appropriate transitions and details using precise language and domain-specific vocabulary;

organize and produce clear, coherent writings appropriate for task and audience; strengthen writing by editing, revising, rewriting; use technology, including the Internet, to produce and publish;

use several credible sources to conduct research that encourages analysis and avoids plagiarism by using a basic bibliographic format;


Sixth grade students at novice level in writing:

develop opinion and informative/explanatory texts organized to a specific topic in a clear, logical order; transition from the topic to supporting details using appropriate language and domain-specific vocabulary; provide a concluding statement related to the information presented;


use several sources to conduct short research projects, summarize and paraphrase gathered information in notes, use evidence to support analysis and research and provide a list of sources in the finished work;


Text Types and Purposes - A ELA.6.W.C9.1 write arguments to support claims with clear reasons and relevant evidence.

• introduce claim(s) and organize the reasons and evidence clearly. • support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an

understanding of the topic or text. • use words, phrases and clauses to clarify the relationships among claim(s) and reasons. • establish and maintain a formal style. • provide a concluding statement or section that follows from the argument presented.

(CCSS W.6.1)

ELA.6.W.C9.2 write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection organization and analysis of relevant content.

• introduce a topic; organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

• develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples.

• use appropriate transitions to clarify the relationships among ideas and concepts. • use precise language and domain-specific vocabulary to inform about or explain the topic. • establish and maintain a formal style. • provide a concluding statement or section that follows from the information or explanation presented.



(CCSS W.6.2)

ELA.6.W.C9.3 write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.

• engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• use narrative techniques, such as dialogue, pacing and description, to develop experiences, events and/or characters.

• use a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another.

• use precise words and phrases, relevant descriptive details and sensory language to convey experiences and events.

• provide a conclusion that follows from the narrated experiences or events.

(CCSS W.6.3)

Production and Distribution of Writing - A ELA.6.W.C10.1 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.) (CCSS W.6.4)

ELA.6.W.C10.2 with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language objectives up to and including grade 6.) (CCSS W.6.5)

ELA.6.W.C10.3 use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. (CCSS W.6.6)

Research to Build and Present Knowledge - A ELA.6.W.C11.1 conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when

appropriate. (CCSS W.6.7)

ELA.6.W.C11.2 gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic informationfor sources. (CCSS W.6.8)

ELA.6.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection, and research. • apply grade 6 Reading objectives to literature (e.g., “Compare and contrast texts in different forms or genres

[e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

• apply grade 6 Reading objectives to literary nonfiction and other informational text (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

(CCSS W.6.9)






Sixth grade students at distinguished level in speaking and listening:

engage in collaborative discussions; track progress toward goals and deadlines; pose questions that elicit elaboration; acknowledge new information; analyze how main ideas and details clarify a topic; evaluate reasoning, relevance and sufficiency of evidence; respond to others with relevant observations and ideas; and modify their own views when warranted;

present claims and findings in a focused, coherent manner with pertinent descriptions, facts, details and examples using

Sixth grade students at the above mastery level in speaking and listening:

engage in collaborative discussions of information presented in diverse formats; set goals and deadlines; pose and respond to questions with elaboration; refer to explicit evidence, observations and ideas; distinguish valid claims; reflect and paraphrase to understand multiple perspectives;

present claims and findings with appropriate eye contact, adequate volume and clear pronunciation while analyzing main ideas and themes.

Sixth grade students at mastery level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied to engage in discussions of information presented in diverse formats, posing and responding to questions, referring to evidence, distinguishing valid claims, using reflection and paraphrasing to understand multiple perspectives;


Sixth grade students at partial mastery level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied to engage in discussion of information presented in diverse formats, posing questions, referring to evidence, distinguishing valid claims and using reflection to understand multiple perspectives;

speaking in task appropriate language, clearly present logically sequenced facts and ideas using visual and multimedia displays.

Sixth grade students at novice level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied; summarize a written text and points a speaker makes and explain how each claim is supported; make comments, elaborate on the remarks of others and draw conclusions based on new information;

report on a topic or present an opinion using a logical sequence of events; adapt speech to a variety of contexts and tasks; support the main idea with appropriate facts and sufficient details; speak



multimedia components and visual displays to emphasize salient points.

clearly and enhance presentation with multimedia and visual displays.


partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.• come to discussions prepared, having read or studied required material; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. • follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. • pose and respond to specific questions with elaboration and detail by making comments that contribute to the

topic, text, or issue under discussion. • review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and

paraphrasing.

(CCSS SL.6.1)

ELA.6.SL.C13.2 interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (CCSS SL.6.2)

ELA.6.SL.C13.3 delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS SL.6.3)

Presentation of Knowledge and Ideas - A ELA.6.SL.C14.1 present claims and findings, sequencing ideas logically and using pertinent descriptions, facts and details to

accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. (CCSS SL.6.4)

ELA.6.SL.C14.2 include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (CCSS SL.6.5)

ELA.6.SL.C14.3 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate (See grade 6 Language objectives for specific expectations.) * (CCSS SL.6.6)




Sixth grade students at distinguished level in language:

use commas to separate coordinating adjectives; explain the function of phrases and clauses and place them in a sentence recognizing and correcting misplaced and dangling modifiers;

choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy;

interpret figures of speech such as allusions in context and use relationship between particular words such as synonyms/antonyms and analogies to better understand each of the words.

Sixth grade students at above mastery level in language:

use commas, parentheses and dashes; explain the function of phrases and clauses to signal differing relationships among ideas;

choose language that expresses ideas concisely and recognize and eliminate wordiness and redundancy;

with scaffolding, interpret figures of speech such as allusions in context and use relationship between particular words such as synonyms/antonyms and analogies to better understand each of the words.

Sixth grade students at mastery level in language:

use intensive pronouns and proper case, correct non-standard pronoun usage, recognize vague pronouns and improve expression; and use commas, parentheses and dashes to set off nonrestrictive / parenthetical elements;

vary sentence patterns for meaning, interest and style while maintaining consistency in tone and style;

use context clues, affixes and/or roots to decipher meaning, consulting print and digital references, demonstrating understanding of figures of speech, relationships between words, denotation and the nuances of connotation.

Sixth grade students at partial mastery level in language:

use intensive pronouns and proper case, correct non-standard pronoun usage, recognize vague pronouns, improve expression and use commas, parentheses and dashes to set off nonrestrictive/ parenthetical elements with scaffolding as needed;

vary sentence patterns for meaning, interest and style while maintaining consistency;

demonstrate an understanding of academic and domain-specific words and phrases, using context clues, affixes and/or roots to decipher meaning, consulting print and digital references, understanding figures of speech and relationships between words.

Sixth grade students at novice level in language:


expand, combine and reduce sentences for meaning, interest and style while comparing and contrasting language used in stories, dramas or poems and differentiate between formal and informal situations;

interpret figurative language and use the relationship between particular words to better understand each; acquire and use general academic and domain-specific words and phrases that signal contrast, addition and other logical relationships.

Conventions of Standard English - A



ELA.6.L.C15.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • ensure that pronouns are in the proper case (subjective, objective, possessive). • use intensive pronouns (e.g., myself, ourselves). • recognize and correct inappropriate shifts in pronoun number and person. • recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). • recognize variations from standard English in their own and others' writing and speaking, and identify and use

strategies to improve expression in conventional language.

(CCSS L.6.1)

ELA.6.L.C15.2 demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. • use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements• spell correctly.

(CCSS L.6.2)


• vary sentence patterns for meaning, reader/listener interest, and style. • maintain consistency in style and tone.

(CCSS L.6.3)


reading and content, choosing flexibly from a range of strategies.• use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase. • use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,

audience, auditory, audible). • consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning or its part of speech. • verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary). *

(CCSS L.6.4)

ELA.6.L.C17.2 demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • interpret figures of speech (e.g., personification) in context. • use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand

each of the words. • distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful, thrifty).

(CCSS L.6.5)

ELA.6.L.C17.3 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. * (CCSS L.6.6)


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English Language Arts seventh grade students continue to build, expand and refine prior learning through inquiry of authentic and meaningful research projects and investigation in literacy-rich experiences. Students integrate reading comprehension, writing and vocabulary utilizing a wide variety of literary and informational texts of appropriate complexity. Students utilize the writing process and the conventions of language to develop content-rich communication across the curriculum with increasing emphasis on informational text and informative/explanatory and argumentative writing and speaking. Seventh grade 21st Century learners use rigorous listening, speaking and media literacy skills to interact in the classroom, community and world. The West Virginia Standards for 21st Century Learning include Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.



Seventh Grade ELA Numbering – NxG CSOs to Common Core



Seventh grade students at distinguished level in reading:

objectively summarize and cite textual evidence and make connections and inferences; analyze theme development and how sequence and complex characters are developed in literary and informational texts;

analyze how word choice, structure and point of view contribute to text development, tone, style, suspense and humor; compare and contrast among literary and informational texts;

analyze the extent to which a filmed or live production stays faithful to the text or script; evaluate the use of different mediums in presenting a topic; assess soundness of reasoning and relevance of evidence; identify conflicting information in two or more informational texts and draw from the themes, patterns of events or character types from early literary works to render modern works of fiction;


Seventh grade students at above mastery level in reading:

objectively summarize and cite textual evidence and make connections and inferences to analyze central ideas and interactions of elements of literary and informational texts;

analyze how rhyme, sound, form, structure and point of view contribute to meaning, text development, suspense and humor; analyze how the author distinguishes his or her position from that of others in literary and informational text;

analyze the portrayal of the subject in literary and informational texts by two or more authors and to their multimedia version, including techniques unique to each medium; assess relevance of key information and identify conflicting information in two or more informational texts; compare and contrast a fictional portrayal and a historical account of the same time period to understand how authors of fiction use or alter history;

Seventh grade students at mastery level in reading:



compare and contrast the portrayal of the subject in literary and informational texts by two or more authors and to their multimedia version, including techniques unique to each medium; assess relevance of key information; compare and contrast a fictional portrayal and a historical account of the same time period to understand how authors of fiction use or alter history;

read and comprehend literary and informational texts in the grades 6-8 text complexity band proficiently with scaffolding

Seventh grade students at partial mastery level in reading:

objectively summarize and cite pieces of literary and informational texts to support analysis of central ideas and inferences and describe plot development and characters’ response;

analyze how a word’s figurative and connotative meanings and text structure contribute to tone and development of story elements and point of view in literary and informational text;

compare and contrast literary and informational text to their multimedia version, including techniques unique to each medium and their approaches to similar themes;

read and comprehend literary and informational texts in the grades 6-8 text complexity band proficiently with minimal scaffolding as needed.

Seventh grade students at novice level in reading:

support analysis of literary and informational text with specific evidence, objective inferences; summarize, determine central ideas and describe plot development and characters’ response;

determine the figurative and connotative meanings; analyze how words and text structure contribute to tone and development of theme, setting, plot and point of view in literary and informational text;


read and comprehend literary and informational texts in the grades 6-8 text complexity band proficiently with scaffolding as needed.



texts in the grades 6-8 text complexity band independently and proficiently.

read and comprehend literary and informational texts in the grades 6-8 text complexity band proficiently with minimal scaffolding at the high end of the range.

at the high end of the range.

Key Ideas and Details - A ELA.7.R.C1.1 cite several pieces of textual evidence to support analysis of what the literary text says explicitly as well as inferences

drawn from the text. (CCSS RL.7.1)

ELA.7.R.C1.2 determine a theme or central idea of a literary text and analyze its development over the course of the text; provide an objective summary of the text. (CCSS RL.7.2)

ELA.7.R.C1.3 analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (CCSS RL.7.3)

ELA.7.R.C1.4 cite several pieces of textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text. (CCSS RI.7.1)

ELA.7.R.C1.5 determine two or more central ideas in an informational text and analyze their development over the course of the text; provide an objective summary of the text. (CCSS RI.7.2)

ELA.7.R.C1.6 analyze the interactions between individuals, events and ideas in an informational text (e.g., how ideas influence individuals or events or how individuals influence ideas or events). (CCSS RI.7.3)

Craft and Structure - A ELA.7.R.C2.1 determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative

meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (CCSS RL.7.4)

ELA.7.R.C2.2 analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CCSS RL.7.5)

ELA.7.R.C2.3 analyze how an author develops and contrasts the points of view of different characters or narrators in a literary text. (CCSS RL.7.6)

ELA.7.R.C2.4 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (CCSS RI.7.4)

ELA.7.R.C2.5 analyze the structure an author uses to organize an informational text, including how the major sections contribute to the whole and to the development of the ideas. (CCSS RI.7.5)

ELA.7.R.C2.6 determine an author’s point of view or purpose in an informational text and analyze how the author distinguishes his or her position from that of others. (CCSS RI.7.6)

Integration of Knowledge and Ideas - A ELA.7.R.C3.1 compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the

effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (CCSS RL.7.7)

ELA.7.R.C3.2 compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. (CCSS RL.7.9)

ELA.7.R.C3.3 compare and contrast a text to an audio, video, or multimedia version of the informational text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). (CCSS RI.7.7)

ELA.7.R.C3.4 trace and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (CCSS RI.7.8)

ELA.7.R.C3.5 analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. (CCSS RI.7.9)

Range of Reading and Level of Text Complexity - A ELA.7.R.C4.1 by the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8

text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RL.7.10)

ELA.7.R.C4.2 by the end of the year, read and comprehend literary nonfiction and other informational texts in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RI.7.10)


Writing



Performance Descriptors


Seventh grade students at distinguished level in writing:

compose logical arguments and informative/explanatory texts to create cohesion and clarify relationships among claims and counterclaims; organize information into broader categories using well-chosen facts, quotations and varied transitions; write well-structured narratives that capture action, use sensory language, reflection, provide a concluding statement and show relationships among experiences and events;

use technology to produce, publish, distribute and strengthen writings that address purpose and audience; present relationships efficiently;

use search terms effectively to conduct short research projects answering self-generated questions; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the credibility and accuracy of sources; avoid plagiarism; and use standard citation;


Seventh grade students at above mastery level in writing:

compose logical arguments and informative/explanatory texts using accurate sources to create cohesion and examine claims and counterclaims with logical reasons and relevant evidence; write narratives, develop the elements of story, establish point of view and capture action;

use technology to produce, publish, distribute and strengthen writings that address purpose and audience; present relationships efficiently using scaffolding as necessary;

use search terms effectively to conduct short research projects answering questions; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the credibility of sources; avoid plagiarism; and use standard citation;


Seventh grade students at mastery level in writing:

compose logical arguments and informative/explanatory texts using accurate sources to create cohesion and to support claims with clear reasons and relevant evidence while acknowledging alternate or opposing claims; write narratives using effective technique, relevant descriptive details and well-structured sequences to establish point of view and to capture action;

use technology to produce, publish and distribute writing focused on how well purpose and audience have been addressed while linking and citing sources;



Seventh grade students at partial mastery level in writing:

compose arguments and informative/explanatory texts; use sources to support claims, examine and convey complex ideas and information; and use a variety of transitions and details; write narratives that develop experiences or events with clear development and organization;

produce, strengthen and publish audience-appropriate writing focused on how well the task, purpose and audience have been addressed;

conduct a short research project that encourages analysis, evaluation and reflection; refocus the inquiry; assess the credibility of sources; avoid plagiarism; and use a basic bibliographic format;


Seventh grade students at novice level in writing:

compose argumentative, informative/ explanatory texts that support claims, examine and convey ideas and information and use coherent and relevant development; write narratives that possess a variety of appropriate transitions and details using precise language and domain-specific vocabulary to convey experiences;

utilizing the writing process and collaboration, produce, strengthen and publish in one sitting a minimum of three pages of audience-appropriate writing that is clear and organized;

conduct and refine research that encourages analysis, evaluation and reflection using multiple, credible sources avoid plagiarism and use a basic bibliographic format;



• introduce claim(s), acknowledge alternate or opposing claims and organize the reasons and evidence logically. • support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text. • use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), reasons and

evidence. • establish and maintain a formal style. • provide a concluding statement or section that follows from and supports the argument presented.

(CCSS W.7.1)


• introduce a topic clearly, previewing what is to follow; organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

• develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples. • use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. • use precise language and domain-specific vocabulary to inform about or explain the topic. • establish and maintain a formal style. • provide a concluding statement or section that follows from and supports the information or explanation

presented.

(CCSS W.7.2)




• engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• use narrative techniques, such as dialogue, pacing and description, to develop experiences, events and/or characters.

• use a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another.

• use precise words and phrases, relevant descriptive details and sensory language to capture the action and convey experiences and events.

• provide a conclusion that follows from and reflects on the narrated experiences or events.

(CCSS W.7.3)

Production and Distribution of Writing - A ELA.7.W.C10.1 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.) (CCSS W.7.4)

ELA.7.W.C10.2 with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language objectives up to and including grade 7.) (CCSS W.7.5)

ELA.7.W.C10.3 use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (CCSS W.7.6)

Research to Build and Present Knowledge - A ELA.7.W.C11.1 conduct short research projects to answer a question, drawing on several sources and generating additional related,

focused questions for further research and investigation. (CCSS W.7.7)

ELA.7.W.C11.2 gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarismand following a standard format for citation. (CCSS W.7.8)

ELA.7.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection, and research. • apply grade 7 Reading objectives to literature (e.g., “Compare and contrast a fictional portrayal of a time, place,

or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

• apply grade 7 Reading objectives to literary nonfiction and other informational text (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). (CCSS W.7.9)






Seventh grade students at distinguished level in speaking and listening:

engage effectively in collaborative collegial discussions and decision-making; use information presented in diverse formats to engage in topics, texts and issues; analyze purpose, evaluate motives behind a presentation, identify irrelevant information, reflect, pose questions that connect ideas and when warranted qualify or justify their own views in light of the evidence presented;

present claims that emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details strengthened by integrating multimedia and visual displays that clarify

Seventh grade students at the above mastery level in speaking and listening:

engage in collaborative collegial discussions posing questions that connect ideas; acknowledge new information; analyze purpose; evaluate evidence, identify irrelevant evidence; respond to others with relevant observations and ideas; and modify and qualify their own views when warranted;

present claims that emphasize salient points in a focused, coherent manner with relevant evidence and supporting details strengthened by integrating multimedia and visual displays that clarify

Seventh grade students at mastery level in speaking and listening:


present claims and findings in a focused, coherent manner with pertinent descriptions, facts, details and examples using multimedia components

Seventh grade students at the partial mastery level in speaking and listening:

engage in collaborative discussions of information presented in diverse formats; set goals and deadlines; pose and respond to questions with elaboration; refer to explicit evidence, observations and ideas; distinguish valid claims; reflect and paraphrase to understand multiple perspectives;

present claims and findings with appropriate eye contact, adequate volume and clear pronunciation while analyzing main ideas and themes.

Seventh grade students at novice level in speaking and listening:

come prepared to a collaborative discussion and draw from information read or studied to engage in discussions of information presented in diverse formats, posing and responding to questions, referring to evidence, distinguishing valid claims, using reflection and paraphrasing to understand multiple perspectives;




information and add interest.

information and add interest.

and visual displays to emphasize salient points.


partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.• come to discussions prepared, having read or researched material under study; explicitly draw on that

preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. • follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual

roles as needed. • pose questions that elicit elaboration and respond to others’ questions and comments with relevant

observations and ideas that bring the discussion back on topic as needed. • acknowledge new information expressed by others and, when warranted, modify their own views.

(CCSS SL.7.1)

ELA.7.SL.C13.2 analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. (CCSS SL.7.2)

ELA.7.SL.C13.3 delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. (CCSS SL.7.3)

Presentation of Knowledge and Ideas - A ELA.7.SL.C14.1 present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,

facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation. (CCSS SL.7.4)

ELA.7.SL.C14.2 include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (CCSS SL.7.5)

ELA.7.SL.C14.3 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language objectives for specific expectations.) * (CCSS SL.7.6)




Seventh grade students in the distinguished level in language:

use advanced verb forms and verbals, correct inappropriate shifts in voice and mood; use punctuation that indicates pause and omission; and use parallel structure;

use knowledge of language to understand word choices, including how verb voice and verb mood affect context, emphasis, expression and formal style;

interpret figures of speech such as verbal irony and puns in context.

Seventh grade students at above mastery level in language:

with scaffolding, use advanced verb forms and verbals, correct inappropriate shifts in voice and mood; use punctuation that indicates pause and omission; and use parallel structure;

choose language that effectively expresses ideas precisely and concisely by eliminating wordiness and redundancy;

interpret figures of speech such as verbal irony and puns in context with scaffolding.

Seventh grade students at mastery level in language:



interpret figures of speech such as allusions in context; use relationship between particular words such as synonyms/antonyms and analogies to better understand each of the words.

Seventh grade students at partial mastery level in language:

use commas, parentheses and dashes; explain the function of phrases and clauses to signal differing relationships among ideas;

choose language that expresses ideas concisely; and recognize and eliminate wordiness and redundancy;

with scaffolding, interpret figures of speech such as allusions in context; use relationship between particular words such as synonyms/antonyms and analogies to better understand each of the words.

Seventh grade students at novice level in language:

use intensive pronouns and proper case, correct non-standard pronoun usage, recognize vague pronouns, improve expression and use commas, parentheses and dashes to set off nonrestrictive/ parenthetical elements;

vary sentence patterns for meaning interest and style while maintaining consistency in tone and style;

use context clues, affixes and/or roots to decipher meaning, consulting print and digital references, demonstrating understanding of figures of speech, relationships between words, denotation and the nuances of connotation.


• explain the function of phrases and clauses in general and their function in specific sentences. • choose among simple, compound, complex, and compound-complex sentences to signal differing relationships

among ideas. • place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

(CCSS L.7.1)



ELA.7.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an

old[,] green shirt). • spell correctly.

(CCSS L.7.2)


• choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

(CCSS L.7.3)


reading and content, choosing flexibly from a range of strategies. • use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase. • use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,

belligerent, bellicose, rebel). • consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

• verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). *

(CCSS L.7.4)

ELA.7.L.C17.2 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. • use the relationship between particular words (e.g., synonym/antonym, analogy ) to better understand each of

the words. • distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined,

respectful, polite, diplomatic, condescending).

(CCSS L.7.5)

ELA.7.L.C17.3 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. *(CCSS L.7.6)


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English Language Arts eighth grade students continue to develop as independent motivated readers and communicators who think critically and take responsibility for their learning through engaging and authentic inquiry in literacy-rich experiences. Students integrate and apply vocabulary, writing and comprehension strategies across the curriculum. Eighth grade students use a variety of literary and informational texts, with increasing emphasis on informational text of appropriate complexity to establish the foundations of lifelong reading and learning. Students use the writing process and the conventions of language to develop research-based, focused compositions with increasing emphasis on informative/explanatory and argumentative writing. They independently validate information through assessing, researching and comparing data and properly citing sources to avoid plagiarism. Eighth grade 21st Century learners critique oral and visual information and apply the information to global situations. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.



Eighth Grade ELA Numbering – NxG CSOs to Common Core



Eighth grade students at distinguished level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; analyze the effectiveness of theme development, author’s craft and how complex characters unfold in literary and informational texts;

analyze cumulative impact of how author’s craft, rhetoric, structure and point of view contribute to text development, tone, style, suspense and humor; analyze point of view or cultural experience reflected in a wide range of world literature and informational text;

analyze the representation of

Eighth grade students at above mastery level in reading:

objectively summarize and cite strong evidence to support analysis of connections and inferences to analyze the effectiveness of the development of theme and complex characters as they emerge in literary and informational texts;

analyze how author’s craft, word choice, structure and point of view impact text development, tone, style, suspense and humor; analyze point of view or cultural experience reflected in a wide range of world literature and informational text;

with scaffolding, analyze the representation of

Eighth grade students at mastery level in reading:



analyze the extent to which a filmed or live production stays faithful to the text or

Eighth grade students at partial mastery level in reading:

objectively summarize and cite textual evidence and make connections and inferences to analyze central ideas and interactions of elements of literary and informational texts;

analyze how rhyme, sound, form, structure and point of view contribute to meaning, text development, suspense and humor; analyze how the author distinguishes his or her position from that of others in literary and informational text;

analyze the portrayal of the subject in literary and informational texts by

Eighth grade students at novice level in reading:



compare and contrast the portrayal of the subject in literary and informational texts by two or more authors and to their



literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;

read and comprehend literary and informational texts in the grades 9-10 text complexity band proficiently with scaffolding as needed at the high end of the range.

literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;

read and comprehend literary and informational texts in the grades 9-10 text complexity band proficiently with scaffolding as needed.

script; evaluate the use of different mediums in presenting a topic; assess soundness of reasoning and relevance of evidence; identify conflicting information in two or more informational texts and draw from the themes, patterns of events or character types from early literary works to render modern works of fiction;


two or more authors and to their multimedia version, including techniques unique to each medium; assess relevance of key information and identify conflicting information in two or more informational texts; compare and contrast a fictional portrayal and a historical account of the same time period to understand how authors of fiction use or alter history;


multimedia version, including techniques unique to each medium; assess relevance of key information; compare and contrast a fictional portrayal and a historical account of the same time period to understand how authors of fiction use or alter history;


Key Ideas and Details - A ELA.8.R.C1.1 cite the textual evidence that most strongly supports an analysis of what the literary text says

explicitly as well as inferences drawn from the text. (CCSS RL.8.1)

ELA.8.R.C1.2 determine a theme or central idea of a literary text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide an objective summary of the text. (CCSS RL.8.2)

ELA.8.R.C1.3 analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision. (CCSS RL.8.3)

ELA.8.R.C1.4 cite the textual evidence that most strongly supports an analysis of what the informational text says explicitly as well as inferences drawn from the text. (CCSS RI.8.1)

ELA.8.R.C1.5 determine a central idea of an informational text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (CCSS RI.8.2)

ELA.8.R.C1.6 analyze how an informational text makes connections among and distinctions between individuals, ideas or events (e.g., through comparisons, analogies or categories). (CCSS RI.8.3)

Craft and Structure - A ELA.8.R.C2.1 determine the meaning of words and phrases as they are used in a literary text, including

figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS RL.8.4)

ELA.8.R.C2.2 compare and contrast the structure of two or more literary texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS RL.8.5)

ELA.8.R.C2.3 analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in a literary text. (CCSS RL.8.6)



ELA.8.R.C2.4 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS RI.8.4)

ELA.8.R.C2.5 analyze in detail the structure of a specific paragraph in an informational text, including the role of particular sentences in developing and refining a key concept. (CCSS RI.8.5)

ELA.8.R.C2.6 determine an author’s point of view or purpose in an informational text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (CCSS RI.8.6)

Integration of Knowledge and Ideas - A ELA.8.R.C3.1 analyze the extent to which a filmed or live production of a story or drama stays faithful to or

departs from the text or script, evaluating the choices made by the director or actors. (CCSS RL.8.7)

ELA.8.R.C3.2 analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. (CCSS RL.8.9)

ELA.8.R.C3.3 evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. (CCSS RI.8.7)

ELA.8.R.C3.4 delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (CCSS RI.8.8)

ELA.8.R.C3.5 analyze a case in which two or more informational texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (CCSS RI.8.9)

Range of Reading and Level of Text Complexity - A ELA.8.R.C4.1 by the end of the year, read and comprehend literature, including stories, dramas, and

poems, at the high end of grades 6–8 text complexity band independently and proficiently. * (CCSS RL.8.10)

ELA.8.R.C4.2 by the end of the year, read and comprehend literary nonfiction and other informational text at the high end of the grades 6–8 text complexity band independently and proficiently. * (CCSS RI.8.10)




Eighth grade students at distinguished level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and shows clear relationships among claims, counterclaims, reasons and evidence; write narratives that include well-chosen details to outlining a problem, situation or observation; and establish one or more points of view while creating a smooth well-structured progression

Eighth grade students at above mastery level in writing:

compose logical arguments and informative/explanatory texts that convey ideas and show relationships among claims, counterclaims and reasons; write well-structured narratives using details to outlining a problem, situation or observation creating a smooth progression of experiences or events;

Eighth grade students at mastery level in writing:

compose arguments and informative/explanatory texts to create cohesion and clarify relationships among claims and counterclaims; organize information into broader categories using well-chosen facts, quotations and varied transitions; write well-structured narratives that capture action, use sensory language, reflection, provide a concluding statement and show

Eighth grade students at partial mastery level in writing:

compose logical arguments and informative/explanatory texts using accurate sources to create cohesion and examine claims and counterclaims with logical reasons and relevant evidence; write narratives, develop the elements of story, establish point of view and capture action;

Eighth grade students at novice level in writing:

compose logical arguments and informative/explanatory texts using accurate sources to create cohesion and to support claims with clear reasons and relevant evidence while acknowledging alternate or opposing claims; write narratives using effective technique, relevant descriptive details and well-structured sequences to establish point of view and to capture action;



of experiences or events;

use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues including informational and literary texts to support a research topic, analysis and reflection; assess the authority and synthesize multiple print and digital sources; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism; and use standard citation;


use technology to develop and strengthen writing by rewriting and trying new approaches; with scaffolding publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically;

effectively use advanced searches to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues including informational and literary texts to support analysis, reflection and research; assess the authority and synthesize multiple print and digital sources; integrate information into the text; avoid plagiarism; and use standard citation;


relationships among experiences and events;


use search terms effectively to conduct short research projects answering self-generated questions; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the credibility and accuracy of sources; avoid plagiarism; and use standard citation;

write over extended time frames for research-based projects and shorter time frames for specific tasks, purposes and audiences

use technology to produce, publish, distribute and strengthen writings that address purpose and audience; present relationships efficiently using scaffolding as necessary;

use search terms effectively to conduct short research projects answering questions; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the credibility of sources; avoid plagiarism; and use standard citation;


use technology to produce, publish and distribute writing focused on how well purpose and audience have been addressed while linking to and citing sources;




• introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims and organize the reasons and evidence logically.

• support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

• use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence.

• establish and maintain a formal style. • provide a concluding statement or section that follows from and supports the argument

presented.

(CCSS W.8.1)




• introduce a topic clearly, previewing what is to follow; organize ideas, concepts and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

• develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information and examples.

• use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• use precise language and domain-specific vocabulary to inform about or explain the topic. • establish and maintain a formal style. • provide a concluding statement or section that follows from and supports the information or

explanation presented.

(CCSS W.8.2)


• engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• use narrative techniques, such as dialogue, pacing, description and reflection, to develop experiences, events and/or characters.

• use a variety of transition words, phrases and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events.

• use precise words and phrases, relevant descriptive details and sensory language to capture the action and convey experiences and events.

• provide a conclusion that follows from and reflects on the narrated experiences or events.

(CCSS W.8.3)

Production and Distribution of Writing - A ELA.8.W.C10.1 produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in objectives 1–3 in Text Types and Purposes). (CCSS W.8.4)

ELA.8.W.C10.2 with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the Language objectives up to and including grade 8.) (CCSS W.8.5)

ELA.8.W.C10.3 use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (CCSS W.8.6)

Research to Build and Present Knowledge - A ELA.8.W.C11.1 conduct short research projects to answer a question (including a self-generated question), drawing

on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (CCSS W.8.7)

ELA.8.W.C11.2 gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSS W.8.8)

ELA.8.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection, and research. • apply grade 8 Reading objectives to literature (e.g., “Analyze how a modern work of fiction

draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

• apply grade 8 Reading objectives to literary nonfiction and other informational texts (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). (CCSS W.8.9)

Range of Writing - A ELA.8.W.C12.1 write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. * (CCSS W.8.10)






Eighth grade students at distinguished level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues building on the ideas of others; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions; evaluate a speaker’s reasoning; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence clearly, concisely and logically with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; adapt speech to a variety of contexts and tasks.

Eighth grade students at above mastery level in speaking and listening:

engage effectively in collaborative discussions on topics, texts and issues building on the ideas of others; set deadlines; stimulate thoughtful exchange of ideas responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence clearly, concisely and logically appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance understanding and to add interest; adapt speech to a variety of contexts and tasks.

Eighth grade students at mastery level in speaking and listening:


present claims that emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details strengthened by integrating multimedia and visual displays that clarify information and add interest.

Eighth grade students at the partial mastery level in speaking and listening:

engage in collaborative collegial discussions posing questions that connect ideas; acknowledge new information; analyze purpose; evaluate evidence, identify irrelevant evidence; respond to others with relevant observations and ideas; and modify and qualify their own views when warranted;

present claims that emphasize salient points in a focused, coherent manner with relevant evidence and supporting details strengthened by integrating multimedia and visual displays that clarify information and add interest.

Eighth grade students at novice level in speaking and listening:


present claims and findings in a focused, coherent manner with pertinent descriptions, facts, details and examples using multimedia components and visual displays to emphasize salient points.

Comprehension and Collaboration - A ELA.8.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

• pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

• acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.



(CCSS SL.8.1)

ELA.8.SL.C13.2 analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (CCSS SL.8.2)

ELA.8.SL.C13.3 delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (CCSS SL.8.3)

Presentation of Knowledge and Ideas - A ELA.8.SL.C14.1 present claims and findings, emphasizing salient points in a focused, coherent manner with

relevant evidence, sound valid reasoning and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation. (CCSS SL.8.4)

ELA.8.SL.C14.2 integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence and add interest. (CCSS SL.8.5)

ELA.8.SL.C14.3 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language objectives for specific expectations.) * (CCSS SL.8.6)




Eighth grade students at distinguished level in language:

use colons, semi-colons and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest;

apply knowledge of language to write and edit work, understand how language functions in different contexts to make effective choices for meaning or style; and conform to the guidelines of a style manual;

clarify etymology, interpret figures of speech such as euphemism and oxymoron in context and analyze their roles in text.

Eighth grade students at above mastery level in language:

use colons, semi-colons and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest with scaffolding;

apply knowledge of language to write and edit work, understand how language functions in different contexts to make effective choices for meaning or style; conform to the guidelines of a style manual with scaffolding;

clarify etymology, interpret figures of speech such as euphemism and oxymoron in context and analyze their roles in text with minimal scaffolding.

Eighth grade students in the mastery level in language:

use advanced verb forms and verbals; correct inappropriate shifts in voice and mood; use punctuation that indicates pause and omission; and use parallel structure;


interpret figures of speech such as verbal irony and puns in context.

Eighth grade students at partial mastery level in language:

with scaffolding use advanced verb forms and verbals, correct inappropriate shifts in voice and mood; use punctuation that indicates pause and omission; and use parallel structure;

choose language that effectively expresses ideas precisely and concisely by eliminating wordiness and redundancy;

interpret figures of speech such as verbal irony and puns in context with scaffolding.

Eighth grade students at novice level in language:



interpret figures of speech such as allusions in context; use relationship between particular words such as synonyms/antonyms and analogies to better understand each of the words.

Conventions of Standard English - A demonstrate command of the conventions of standard English grammar and usage when writing or speaking.



ELA.8.L.C15.1 • explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

• form and use verbs in the active and passive voice. • form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. • recognize and correct inappropriate shifts in verb voice and mood.

(CCSS L.8.1)

ELA.8.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• use punctuation (comma, ellipsis, dash) to indicate a pause or break. • use an ellipsis to indicate an omission. • spell correctly.

(CCSS L.8.2)


• use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

(CCSS L.8.3)

Vocabulary Acquisition and Use - A ELA.8.L.C17.1 determine or clarify the meaning of unknown and multiple-meaning words or phrases

based on grade 8 reading and content, choosing flexibly from a range of strategies.• use context (e.g., the overall meaning of a sentence or paragraph; a word’s

position or function in a sentence) as a clue to the meaning of a word or phrase. • use common, grade-appropriate Greek or Latin affixes and roots as clues to the

meaning of a word (e.g., precede, recede, secede). • consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


(CCSS L.8.4)

ELA.8.L.C17.2 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• interpret figures of speech (e.g. verbal irony, puns) in context. • use the relationship between particular words to better understand each of the words. • distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

(CCSS L.8.5)

ELA.8.L.C17.3 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. * (CCSS L.8.6)


Back





Back


English Language Arts ninth grade students continue to develop in literacy-rich environments as independent motivated readers and writers who think critically and take responsibility for their learning. They integrate and apply reading, writing, speaking, listening and the conventions of language across curriculums. They actively participate in inquiry based, student driven, engaging endeavors and collaborative learning situations to facilitate motivation and the foundation for lifelong learning. Frequent collaboration with peers and adults and analysis of a broad array of quality literary and informational texts of appropriate complexity, with increasing emphasis on informational text, create independent and proficient readers and communicators with an understanding of widely divergent cultures and experiences. Students use the writing process and the conventions of language to integrate information into text selectively to maintain the flow of ideas and avoid plagiarism by using standard citation. With increasing emphasis on informative/explanatory and argumentative writing and speaking, students conduct short as well as more sustained research projects to solve a problem and explore multiple avenues to support a research topic, analysis and/or reflection. They assess the authority and synthesize multiple print and digital sources. Ninth grade 21st Century learners critique oral and visual information and apply the information to global situations. The 21st Century student will employ technology best suited to audience, task, purpose and discipline. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.



9-10th Grade ELA Numbering – NxG CSOs to Common Core



Ninth grade students at distinguished level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; determine how the theme and central ideas emerge and shaped and are refined and how complex characters are developed and interact with other characters to advance the plot or develop the theme in literary and informational texts;

analyze cumulative impact of how author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of text, how word choice affects meaning and tone and how rhetoric, structure order of events, point of view and cultural experience are used to create various effects in literary and informational texts;

analyze and defend the representation of literary and informational text in

Ninth grade students at above mastery level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; determine how the theme and central ideas emerge and are and how complex characters are developed to advance the plot or develop the theme in literary and informational texts;

analyze cumulative impact of how author’s ideas are developed by particular sentences, paragraphs or larger portions of text, how word choice affects meaning and tone and how rhetoric, structure order of events, point of view and cultural experience are used to create various effects in literary and informational texts;

analyze and support the representation of literary and informational text in two different artistic mediums, determining

Ninth grade students at mastery reading:


analyze cumulative impact of how author’s craft, rhetoric, structure and point of view contribute to text development, tone, style, suspense and humor; analyze point of view or cultural experience reflected in a wide range of world literature and informational text;

analyze the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an

Ninth grade students at partial mastery level in reading:

objectively summarize and cite strong evidence to support analysis of connections and inferences to analyze the effectiveness of the development of theme and complex characters as they emerge in literary and informational texts;

analyze how author’s craft, word choice, structure and point of view impact text development, tone, style, suspense and humor; analyze point of view or cultural experience reflected in a wide range of world literature and informational text;

with scaffolding, analyze the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each

Ninth grade students at novice level in reading:



analyze the extent to which a filmed or live production stays faithful to the text or script; evaluate the use of different mediums in presenting a topic; assess soundness of reasoning and relevance of evidence; identify conflicting information in



two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;

comprehend literary and informational texts in the grades 9-10 text complexity band independently and proficiently.

which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;

read and comprehend literary and informational texts in the grades 9-10 text complexity band with minimal scaffolding at the high end of the range.

author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;


account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;


two or more informational texts and draw from the themes, patterns of events or character types from early literary works to render modern works of fiction;

read and comprehend literary and informational texts in the grades 6-8 text complexity band with scaffolding as needed at the high end of the range.

Key Ideas and Details - A ELA.9.R.C1.1 cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences

drawn from the literary text. (CCSS RL.9-10.1)

ELA.9.R.C1.2 determine a theme or central idea of a literary text and analyze in detail its development over the course of the literary text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the literary text. (CCSS RL.9-10.2)

ELA.9.R.C1.3 analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters and advance the plot or develop the theme. (CCSS RL.9-10.3)

ELA.9.R.C1.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text. (CCSS RI.9-10.1)

ELA.9.R.C1.5 determine a central idea of an informational text and analyze its development over the course of the informational text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the informational text. (CCSS RI.9-10.2)

ELA.9.R.C1.6 analyze how the author unfolds an analysis or series of ideas or events in informational texts, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them. (CCSS RI.9-10.3)

Craft and Structure - A ELA.9.R.C2.1 determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative

meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (CCSS RL.9-10.4)

ELA.9.R.C2.2 analyze how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plot), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension or surprise. (CCSS RL.9-10.5)

ELA.9.R.C2.3 analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (CCSS RL.9-10.6)

ELA.9.R.C2.4 determine the meaning of words and phrases as they are used in a informational text, including figurative, connotativeand technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (CCSS RI.9-10.4)

ELA.9.R.C2.5 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter). (CCSS RI.9-10.5)

ELA.9.R.C2.6 determine an author’s point of view or purpose in an informational text and analyze how an author uses rhetoric to advance that point of view or purpose. (CCSS RI.9-10.6)

Integration of Knowledge and Ideas - A ELA.9.R.C3.1 analyze the representation of a literary text of a subject or a key scene in two different artistic mediums, including what is

emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). (CCSS RL.9-10.7)

ELA.9.R.C3.2 Analyze how an author draws on and transforms source material in a specific literary work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (CCSS RL.9-10.9)

ELA.9.R.C3.3 analyze various accounts of a subject told in different mediums of informational texts (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. (CCSS RI.9-10.7)

ELA.9.R.C3.4 delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS RI.9-10.8)

ELA.9.R.C3.5 analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. (CCSS RI.9-10.9)



Range of Reading and Level of Text Complexity - A ELA.9.R.C4.1 by the end of the year, read and comprehend literature, including stories, drama and poems, in the grade 9-10

text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RL.9-10.10)

ELA.9.R.C4.2 by the end of the year, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RI.9-10.10)




Ninth grade students at distinguished level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and shows clear relationships among claims, counterclaims, reasons and relevant evidence; write narratives that include well-chosen details to outline a problem, situation or observation and establish one or more points of view while creating a smooth well-structured progression of experiences or events using a variety of words to link sections of the text;

use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to on-going feedback;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts, to support a research topic, analysis and reflection; assess the authority and synthesize multiple print and digital sources in terms of task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism; and use standard citation;


Ninth grade students at above mastery level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and shows clear relationships among claims, counterclaims, reasons and relevant evidence; write narratives that include well-chosen details to set out a problem, situation or observation and establish one or more points of view while creating a smooth well-structured progression of experiences or events;

use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to feedback;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the authority and synthesize multiple print and digital sources in terms of audience, integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and use standard citation;


Ninth grade students at mastery level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and shows clear relationships among claims, counterclaims, reasons and evidence; write narratives that include well-chosen details to outline a problem, situation or observation; and establish one or more points of view while creating a smooth well-structured progression of experiences or events;


effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts, to support a research topic, analysis and reflection; assess the authority and synthesize multiple print and digital sources, integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and use standard citation;

write over extended time frames for research-based projects and shorter time frames for specific tasks purposes and audiences.

Ninth grade students at partial mastery level in writing:

compose logical arguments and informative/explanatory texts that convey ideas and show relationships among claims, counterclaims and reasons; write well-structured narratives using details to outline a problem, situation or observation creating a smooth progression of experiences or events;

use technology to develop and strengthen writing by rewriting and trying new approaches; with scaffolding, publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically;

effectively use advanced searches to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support analysis, reflection and research; assess the authority and synthesize multiple print and digital sources; integrate information into the text; avoid plagiarism; and use standard citation;


Ninth grade students at novice level in writing:

compose arguments and informative/explanatory texts to create cohesion and clarify relationships among claims and counterclaims; organize information into broader categories using well-chosen facts, quotations and varied transitions; write well-structured narratives that capture action, use sensory language, reflection, provide a concluding statement and show relationships among experiences and events;


use search terms effectively to conduct short research projects answering self-generated questions; explore multiple avenues, including informational and literary texts, to support a research topic, analysis and reflection; assess the credibility and accuracy of sources; avoid plagiarism; and use standard citation;


Text Types and Purposes - A



ELA.9.W.C9.1 write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence.

• develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

• use words, phrases and clauses to link the major sections of the text, create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.

• establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• provide a concluding statement or section that follows from and supports the argument presented.

(CCSS W.9-10.1)

ELA.9.W.C9.2 write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content.

• introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

• develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

• use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

• use precise language and domain-specific vocabulary to manage the complexity of the topic. • establish and maintain a formal style and objective tone while attending to the norms and conventions of the

discipline in which they are writing. • provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic).

(CCSS W.9-10.2)

ELA.9.W.C9.3 write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

• engage and orient the reader by setting out a problem, situation or observation, establishing one or multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.

• use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences events and/or characters.

• use a variety of techniques to sequence events so that they build on one another to create a coherent whole. • use precise words and phrases, telling details and sensory language to convey a vivid picture of the

experiences, events, setting and/or characters. • provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the

course of the narrative.

(CCSS W.9-10.3)

Production and Distribution of Writing - A ELA.9.W.C10.1 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose

and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.) (CCSS W.9-10.4)

ELA.9.W.C10.2 develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of all Language objectives up to and including grade 9.) (CCSS W.9-10.5)

ELA.9.W.C10.3 use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (CCSS W.9-10.6)

Research to Build and Present Knowledge - A ELA.9.W.C11.1 conduct short, as well as more sustained, research projects to answer a question (including a self-generated question)

or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS W.9-10.7)

ELA.9.W.C11.2 gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS W.9-10.8)

ELA.9.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection, and research. • apply grade 9 Reading objectives to literature (e.g., “Analyze how an author draws on and transforms source

material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

• apply grade 9 Reading objectives to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

(CCSS W.9-10.9)


(a single sitting or a day or two) for a range of tasks, purposes and audiences. * (CCSS W.9-10.10)






Ninth grade students at distinguished level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues, building on the ideas of others; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions in order to make decisions and solve problems; evaluate a speaker’s reasoning; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence conveying clear and distinct perspective with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; and adapt speech to a variety of contexts and tasks.

Ninth grade students at above mastery level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues, building on the ideas of others; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions in order to make decisions; evaluate a speaker’s reasoning; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence conveying perspective with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; adapt speech to a variety of contexts and tasks.

Ninth grade students at mastery level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues, building on the ideas of others; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions; evaluate a speaker’s reasoning; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence clearly, concisely and logically with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; and adapt speech to a variety of contexts and tasks.

Ninth grade students at partial mastery level in speaking and listening:

engage effectively in collaborative discussions on topics, texts and issues, building on the ideas of others; set deadlines; stimulate thoughtful exchange of ideas responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence clearly, concisely and logically appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance understanding and to add interest; and adapt speech to a variety of contexts and tasks.

Ninth grade students at novice level in speaking and listening:


present claims that emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details strengthened by integrating multimedia and visual displays that clarify information and add interest.

Comprehension and Collaboration - A ELA.9.SL.C13.1 initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

• work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines and individual roles as needed.

• propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify or challenge ideas and conclusions.

• respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

(CCSS SL.9-10.1)

ELA.9.SL.C13.2 integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS SL.9-10.2)

ELA.9.SL.C13.3 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCSS SL.9-10.3)

Presentation of Knowledge and Ideas - A ELA.9.SL.C14.1 present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the

line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task. (CCSS SL.9-10.4)

ELA.9.SL.C14.2 make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest. (CCSS SL.9-10.5)

ELA.9.SL.C14.3 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 9 Language objectives for specific expectations.) * (CCSS SL.9-10.6)






Ninth grade students at distinguished level in language:

use colons to introduce quotations, semi-colons and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices for meaning or style to aid in comprehension; conform to the guidelines of a style manual;

clarify etymology and interpret figures of speech such as euphemism and oxymoron in context and analyze their roles in the text independently and proficiently.

Ninth grade students at above mastery level in language:

use colons to introduce quotations with scaffolding; use semi-colons and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices for meaning or style to aid in comprehension; conform to the guidelines of a style manual with minimal scaffolding;

independently clarify etymology and interpret figures of speech such as euphemism and oxymoron in context and analyze their roles in the text.

Ninth grade students at mastery level in language:


apply knowledge of language to write and edit work, understand how language functions in different contexts to make effective choices for meaning or style; conform to the guidelines of a style manual;

clarify etymology and interpret figures of speech such as euphemism and oxymoron in context and analyze their roles in the text with minimal scaffolding.

Ninth grade students at partial mastery level in language:

use colons, semi-colons and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest with scaffolding;

apply knowledge of language to write and edit work, understand how language functions in different contexts to make effective choices for meaning or style; conform to the guidelines of a style manual with scaffolding;

clarify etymology and interpret figures of speech such as euphemism and oxymoron in context and analyze their roles in the text with scaffolding.

Ninth grade students at the novice level in language:

use advanced verb forms and verbals; correct inappropriate shifts in voice and mood; use punctuation that indicates pause and omission; and use parallel structure;


interpret figures of speech such as verbal irony and puns in context independently and proficiently.


• use parallel structure. • use various types of phrases (noun, verb, adjectival, participial, prepositional, absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

(CCSS L.9-10.1)

ELA.9.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.• use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. • use a colon to introduce a list or quotation. • spell correctly.

(CCSS L.9-10.2)

Knowledge of Language - A ELA.9.L.C16.1 apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style and to comprehend more fully when reading or listening.• write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s

Manual for Writers)appropriate for the discipline and writing type.

(CCSS L.9-10.3)

Vocabulary Acquisition and Use - A ELA.9.L.C17.1 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading

and content, choosing flexibly from a range of strategies.• use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase. • identify and correctly use patterns of word changes that indicate different meanings or parts of speech

(e.g., analyze, analysis, analytical; advocate, advocacy). • consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech or its etymology.


(CCSS L.9-10.4)

ELA.9.L.C17.2 demonstrate understanding of figurative language, word relationships and nuances in word meanings.• interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. • analyze nuances in the meaning of words with similar denotations.



(CCSS L.9-10.5)

ELA.9.L.C17.3 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. * (CCSS L.9-10.6)


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English Language Arts tenth grade students become more adept at making connections and transferring knowledge to new situations through research and writing in literacy-rich environments. They continue to develop as independent motivated readers and writers who analyze impact of and take responsibility for their learning. They analyze, defend and support views using reading, writing, speaking, listening and the conventions of language across curriculums. They collaboratively participate in inquiry based, student driven, engaging endeavors that facilitate motivation and the foundation for lifelong learning. Thorough analysis of a broad array of quality literary and informational texts of appropriate complexity, with increasing emphasis on informational text, creates independent and proficient readers and communicators who appropriately initiate and discuss issues with widely divergent cultures. Students use technology to strengthen writing and use the writing process and the conventions of language to compose logical arguments and explanations with proper tone and form one or more points of view and present information and findings with clear and distinct perspective and style. They conduct short as well as more sustained research projects to solve a problem and explore multiple avenues to support a research topic, analysis and/or reflection. They avoid plagiarism, assess the authority and synthesize multiple print and digital sources in terms of task, purpose and audience. Tenth grade 21st Century learners critique oral and visual information and apply the information to global situations. The 21st Century student will employ technology best suited to audience, task, purpose and discipline. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.






Tenth grade students at distinguished level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; how two or more themes and central ideas build on one another to produce a complex account, are shaped and are refined by the order in which points are made; and how complex characters are developed and interact with other characters to advance the plot or develop the theme in literary and informational texts;

read and analyze cumulative impact of how author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of text, how word choice uses and refines meaning and tone and how rhetoric, structure order of events, point of view and cultural experience are used to create various effects

Tenth grade students at above mastery level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; how two or more themes and central ideas build on one another, are shaped and are refined by the order in which points are made; how complex characters are developed and interact with other characters to advance the plot or develop the theme in literary and informational texts;

read and analyze cumulative impact of how author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of text, how word choice affects meaning and tone and how rhetoric, structure order of events, point of view and cultural experience are used to create various effects including satire, sarcasm,

Tenth grade students at mastery level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; how the theme and central ideas emerge, are shaped and are refined by the order in which points are made; how complex characters are developed and interact with other characters to advance the plot or develop the theme in literary and informational texts;

read and analyze cumulative impact of how author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of text, how word choice affects meaning and tone and how rhetoric, structure order of events, point of view and cultural experience are used to create various effects in literary and informational texts;

Tenth grade students at partial mastery level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; how the theme and central ideas emerge and are shaped by the order in which points are made; how complex characters are developed to advance the plot or develop the theme in literary and informational texts;

read and analyze cumulative impact of how author’s ideas are developed by particular sentences, paragraphs or larger portions of text, how word choice affects meaning and tone and how rhetoric, structure order of events, point of view and cultural experience are used to create various effects in literary and informational texts;

Tenth grade students at novice level in reading:


read and analyze cumulative impact of how author’s craft, rhetoric, structure and point of view contribute to text development, tone, style, suspense and humor; analyze point of view or cultural experience reflected in a wide range of world literature and informational texts;

analyze the representation of literary and



including satire, sarcasm, irony and understatement in literary and informational texts;

analyze and defend the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance with a focus on American Literature and Early American historical documents;

read and comprehend literary and informational texts in the grades 11-CCR text complexity band proficiently with scaffolding as needed at the high end of the range.

irony and understatement in literary and informational texts;

analyze and defend the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance with a focus on American Literature;

read and comprehend literary and informational texts in the grades 11-CCR text complexity band proficiently with scaffolding as needed.

analyze and defend the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;


analyze and support the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;


informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; analyze seminal U.S. documents of historical and literary significance;



drawn from the text, recognizing when the text leaves matters uncertain. (CCSS RL.9-10.1)

ELA.10.R.C1.2 determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. (CCSS RL.9-10.2)

ELA.10.R.C1.3 analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters and impact the plot or develop the theme. (CCSS RL.9-10.3)

ELA.10.R.C1.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text recognizing when the text leaves matters uncertain. (CCSS RI.9-10.1)

ELA.10.R.C1.5 determine two central ideas of an informational text and analyze their development over the course of the informational text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the informational text. (CCSS RI.9-10.2)

ELA.10.R.C1.6 analyze how the author unfolds an analysis or series of complex ideas or events in informational texts, including the order in which the points are made, how they are developed and interact. (CCSS RI.9-10.3)

Craft and Structure - A ELA.10.R.C2.1 determine the meaning of multiple-meaning words and phrases as they are used in a literary text, including figurative

and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (CCSS RL.9-10.4)

ELA.10.R.C2.2 analyze how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plots) and manipulate time (e.g., pacing, flashbacks) contribute to its overall structure and create such effects as mystery, tension or surprise. (CCSS RL.9-10.5)

ELA.10.R.C2.3 analyze and defend a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (CCSS RL.9-10.6)

ELA.10.R.C2.4 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotativeand technical meanings; analyze and defend the cumulative impact of specific word choices on meaning and tone (e.g. how the language of a court opinion differs from that of a newspaper). (CCSS RI.9-10.4)

ELA.10.R.C2.5 analyze and defend in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter). (CCSS RI.9-10.5)

ELA.10.R.C2.6 determine an author’s point of view or purpose in an informational text and evaluate how an author uses rhetoric to advance that point of view or purpose. (CCSS RI.9-10.6)

Integration of Knowledge and Ideas - A ELA.10.R.C3.1 analyze the representation of a literary text of a subject or a key scene in two or more different artistic mediums,

including what is emphasized or absent in each treatment and why (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). (CCSS RL.9-10.7)



ELA.10.R.C3.2 analyze and defend how an author draws on and transforms source material in a specific literary work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (CCSS RL.9-10.9)

ELA.10.R.C3.3 analyze and defend various accounts of a subject told in different mediums of informational texts (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. (CCSS RI.9-10.7)

ELA.10.R.C3.4 delineate and evaluate the argument and specific claims and counterclaims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS RI.9-10.8)

ELA.10.R.C3.5 analyze and defend seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. (CCSS RI.9-10.9)

Range of Reading and Level of Text Complexity - A ELA.10.R.C4.1 by the end of the year, read and comprehend literature, including stories, dramas and poetry, independently

and proficiently, at the high end of the grade 9-10 text complexity band. * (CCSS RL.9-10.10)

ELA.10.R.C4.2 by the end of the year, read and comprehend literary nonfiction, independently and proficiently, at the high end of the grade 9-10 text complexity band. * (CCSS RI.9-10.10)




Tenth grade students at distinguished level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and establishes the significance of claims, counterclaims, reasons, bias and relevant evidence using techniques such as metaphor, simile and analogy; write narratives that include well-chosen details to build toward a particular tone and outcome, situation or observation; and establish one or more points of view while creating a smooth well-structured progression of experiences or events using a variety of words to link sections of the text;

use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to on-going feedback including new arguments or information;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the strength and limitation of

Tenth grade students at above mastery level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and establishes the significance of claims, counterclaims, reasons and relevant evidence using techniques such as metaphor, simile and analogy; write narratives that include well-chosen details to outline a problem, situation or observation; and establish one or more points of view while creating a smooth well-structured progression of experiences or events using a variety of words to link sections of the text;

with scaffolding, use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to ongoing feedback including new arguments or information;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the

Tenth grade students at mastery level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and shows clear relationships among claims, counterclaims, reasons and relevant evidence; write narratives that include well-chosen details to outline a problem, situation or observation; and establish one or more points of view while creating a smooth well-structured progression of experiences or events using a variety of words to link sections of the text;

use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to ongoing feedback;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the authority and synthesize multiple print and digital sources in terms of task,

Tenth grade students at partial mastery level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and shows clear relationships among claims, counterclaims, reasons and relevant evidence; write narratives that include well-chosen details to outline a problem, situation or observation; and establish one or more points of view while creating a smooth well-structured progression of experiences or events;

use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to feedback;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the authority and synthesize multiple print and digital sources in terms of

Tenth grade students at novice level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and shows clear relationships among claims, counterclaims, reasons and evidence; write narratives that include well-chosen details to outline a problem, situation or observation; and establish one or more points of view while creating a smooth well-structured progression of experiences or events;


effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the authority and synthesize multiple print and digital sources; integrate information into the text selectively to maintain the



the source and synthesize multiple print and digital sources in terms of task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and overreliance of any one source; and use standard citation;


strength and limitation of the source and synthesize multiple print and digital sources in terms of task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism; and use standard citation;


purpose and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism; and use standard citation;


audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism; and use standard citation;


flow of ideas; avoid plagiarism; and use standard citation;


Text Types and Purposes - A ELA.10.W.C9.1 write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence. • introduce precise, knowledgeable claim(s), distinguish the claim(s) from alternate or opposing claims and

create an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence.

• develop claim(s) and counterclaims fairly, supplying relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

• use a variety of words, phrases and clauses to link the major sections of the text, create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.



(CCSS W.9-10.1)


• introduce a topic; organize complex ideas, concepts and information to analyze important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

• develop the topic with well-chosen, relevant, significant and sufficient facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

• use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

• use precise language and domain-specific vocabulary to manage the complexity of the topic. • establish and maintain a formal style and objective tone while attending to the norms and conventions of the

discipline in which they are writing. • provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic).

(CCSS W.9-10.2)


• engage and orient the reader by setting out a problem, situation or observation, establishing one or multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.

• use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters.

• use a variety of techniques to sequence events so that they build on one another to create a coherent whole to build upon a particular outcome.

• use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.

• provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative.

(CCSS W.9-10.3)

Production and Distribution of Writing - A ELA.10.W.C10.1 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose


ELA.10.W.C10.2 develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of all Language objectives up to and including grade 10.) (CCSS W.9-10.5)

ELA.10.W.C10.3 use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically in response to ongoing feedback. (CCSS W.9-10.6)

Research to Build and Present Knowledge - A ELA.10.W.C11.1 conduct short as well as more sustained research projects to answer a question (including a self-generated question)




ELA.10.W.C11.2 gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in terms of task, purpose and audience answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS W.9-10.8)

ELA.10.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection and research. • apply grade 10 Reading objectives to literature (e.g., “Analyze how an author draws on and transforms source

material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

• apply grade 10 Reading objectives to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). (CCSS W.9-10.9)

Range of Writing - A ELA.10.W.C12.1 write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes and audiences. * (CCSS W.9-10.10)




Tenth grade students at distinguished level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues that probe reasoning and evidence and promote diverse creative perspectives; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions in order to make decisions and solve problems; evaluate a speaker’s reasoning, tone and emphasis; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence conveying clear and distinct perspective with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; and adapt speech to a variety of contexts and informal and formal tasks addressing opposing perspectives.

Tenth grade students at above mastery level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues that probe reasoning and evidence and promote diverse creative perspectives; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions in order to make decisions and solve problems; evaluate a speaker’s reasoning; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence conveying clear and distinct perspective with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; and adapt speech to a variety of contexts and informal and formal tasks.

Tenth grade students at mastery level in speaking and listening:



Tenth grade students at partial mastery level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues, building on the ideas of others; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions in order to make decisions; evaluate a speaker’s reasoning; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence conveying perspective with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; and adapt speech to a variety of contexts and tasks.

Tenth grade students at novice level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues, building on the ideas of others; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions; evaluate a speaker’s reasoning; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence clearly, concisely and logically with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; and adapt speech to a variety of contexts and tasks.


diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


• work with peers to set rules for democratic collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines and individual roles as needed.



• propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others’ perspectives into the discussion; and clarify, verify or challenge ideas and conclusions.

• respond thoughtfully to diverse perspectives, analyze points of agreement and disagreement and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

(CCSS SL.9-10.1)

ELA.10.SL.C13.2 integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source in order to make decisions and solve problems. (CCSS SL.9-10.2)

ELA.10.SL.C13.3 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing any fallacious reasoning or exaggerated or distorted evidence. (CCSS SL.9-10.3)

Presentation of Knowledge and Ideas - A ELA.10.SL.C14.1 present information, findings and supporting evidence, conveying clear and distinct perspective such that listeners

can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task. (CCSS SL.9-10.4)


ELA.10.SL.C14.3 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 10 Language objectives for specific expectations.) * (CCSS SL.9-10.6)




Tenth grade students at distinguished level in language:

use colons to introduce quotations, semi-colons, hyphenation and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest and understand that conventions are subject to change over time and are sometimes contested;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices for meaning or style and vary syntax using references; conform to the guidelines of a style manual;

clarify and interpret figures of speech such as hyperbole and paradox in context and analyze their roles in the text with minimal scaffolding.

Tenth grade students at above mastery level in language:

use colons to introduce quotations, semi-colons hyphenation and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices for meaning or style; vary syntax using references with scaffolding; conform to the guidelines of a style manual;

clarify and interpret figures of speech such as hyperbole and paradox in context and analyze their roles in the text with scaffolding.

Tenth grade students at mastery level in language:

use colons to introduce quotations, semi-colons and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices for meaning or style; conform to the guidelines of a style manual;


Tenth grade students at partial mastery level in language:

use colons to introduce quotations with scaffolding; use semi-colons and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest with scaffolding;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices for meaning or style; conform to the guidelines of a style manual with minimal scaffolding;

clarify etymology and interpret figures of speech such as euphemism and oxymoron in context and analyze their roles in the text independently.

Tenth grade students at novice level in language:


apply knowledge of language to write and edit work, understand how language functions in different contexts to make effective choices for meaning or; conform to the guidelines of a style manual;

etymology and interpret figures of speech such as euphemism and oxymoron in context and analyze their roles in the text with minimal scaffolding.


• use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

(CCSS L.9-10.1)

ELA.10.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.• use a colon to introduce a list or quotation. • spell correctly.



(CCSS L.9-10.2)


meaning or style, and to comprehend more fully when reading or listening; • write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s

Manual for Writers) appropriate for the discipline and writing type.

(CCSS L.9-10.3)


reading and content, choosing flexibly from a range of strategies. • use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position or function in a


(e.g., analyze, analysis, analytical; advocate, advocacy). • consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech or etymology.


(CCSS L.9-10.4)

ELA.10.L.C17.2 demonstrate understanding of figurative language, word relationships and nuances in word meanings.• interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. • analyze nuances in the meaning of words with similar denotations.

(CCSS L.9-10.5)



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English Language Arts eleventh grade students become adept at making connections and transferring knowledge to new situations through research and writing in literacy-rich environments. They set deadlines and are independent, motivated readers and writers who analyze impact of and take responsibility for their learning. They focus on reading, writing, speaking, listening and the conventions of language across curriculums in educational endeavors and collaborative learning situations including analyzing and defending the representation of text in different artistic mediums and how authors draw on and transform source material. They initiate and collaboratively participate in inquiry based, student driven, engaging endeavors that facilitate motivation and the foundation for lifelong learning. Complex analysis of a broad array of quality literary and informational texts of appropriate complexity, with increasing emphasis on informational text, creates independent and proficient readers and communicators who appropriately analyze and discuss the effects of cultural experiences with diverse audiences. They initiate and participate in collaborative discussions, stimulate thoughtful exchange of ideas and evaluate speaker’s reasoning, tone and emphasis. They qualify or justify their own views and make new connections based on evidence and sound reasoning. Students use technology to strengthen and try new approaches to writing with increased emphasis on informational/explanatory and argumentative writing. They use the writing process and the conventions of language to compose logical arguments and explanations that establish significance using techniques such as metaphor, simile and analogy. They conduct short as well as more sustained research projects to solve a problem, assess the strength and limitations of sources, synthesize multiple print and digital sources avoiding overreliance on any one source and use standard citation to avoid plagiarism. The 21st Century student will employ technology best suited to audience, task, purpose and discipline. Through academic rigor and relevance, the ability to analyze, speak and write logically will become the primary focus. The inclusion of higher order thinking skills, communication skills, independent and creative thinking will be used to enable students to effectively build content knowledge. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.






Eleventh grade students at distinguished level in reading:

evaluate what the text says explicitly as well as where the text leaves matters uncertain; determine two or more themes and how they interact and build on one another; and provide a complex analysis of the impact of the author’s choices regarding development; analyze a complex set of ideas or sequence of events explaining how specific individuals, ideas or events interact and develop; and critically analyze literary and informational texts;

analyze and evaluate the effectiveness of how and why an author uses structure and meaning to clarify, convince, engage and contribute to the aesthetic impact and determine point of view or

Eleventh grade students at above mastery level in reading:

with scaffolding, evaluate what the text says explicitly as well as where the text leaves matters uncertain; determine two or more themes and how they interact and build on one another; and provide a complex analysis of the impact of the author’s choices regarding development; analyze a complex set of ideas or sequence of events explaining how specific individuals, ideas or events interact and develop; and critically analyze literary and informational texts;

analyze and evaluate the effectiveness of how an author uses structure and meaning to clarify, convince, engage and contribute to the aesthetic impact and determine point of view or purpose in

Eleventh grade students at mastery level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; determine how two or more themes and central ideas build on one another to produce a complex account, are shaped and are refined by the order in which points are made; and how complex characters are developed and interact with other characters to advance the plot or develop the theme in literary and informational texts;

analyze cumulative impact of how author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of text, how word choice affects and refines meaning and tone and how rhetoric, structure

Eleventh grade students at partial mastery level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; how two or more themes and central ideas build on one another, are shaped and are refined by the order in which points are made; and how complex characters are developed and interact with other characters to advance the plot or develop the theme in literary and informational texts;

analyze cumulative impact of how author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of text, how word choice affects meaning and tone and

Eleventh grade students at novice level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; how the theme and central ideas emerge and are shaped and refined by the order in which points are made; and how complex characters are developed and interact with other characters to advance the plot or develop the theme in literary and informational texts;

analyze cumulative impact of how author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of text, how word choice affects meaning and tone and how rhetoric, structure order of events, point of



purpose in which rhetoric is effective, distinguishing what is said from what is meant and analyzing and evaluating the contribution of style and content;

analyze and critically evaluate reasoning and how multiple interpretations of themes or topics in different media or formats interpret the source text as well as integrate, evaluate and synthesize multiple sources of information to address a question or solve a problem considering themes, purposes and rhetorical features;

read and comprehend grade level literary and informational texts in the grades 11-CCR complexity band independently and proficiently.

which rhetoric is effective, distinguishing what is said from what is meant and analyzing and evaluating the contribution of style and content;

analyze and critically evaluate reasoning and how multiple interpretations of themes or topics in different media or formats interpret the source text as well as integrate and evaluate multiple sources of information to address a question or solve a problem considering themes, purposes and rhetorical features;

read and comprehend grade level literary and informational texts in the grades 11-CCR complexity band with minimal scaffolding at the high end of the range.

order of events, point of view and cultural experience are used to create various effects including satire, sarcasm, irony and understatement in literary and informational texts;

analyze and defend the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; and analyze seminal U.S. documents of historical and literary significance with a focus on American Literature and Early American historical document;


how rhetoric, structure order of events, point of view and cultural experience are used to create various effects including satire, sarcasm, irony and understatement in literary and informational texts;

analyze and defend the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; and analyze seminal U.S. documents of historical and literary significance with a focus on American Literature;

read and comprehend literary and informational texts in the grades 11-12 text complexity band with minimal scaffolding as needed.

view and cultural experience are used to create various effects in literary and informational texts;

analyze and defend the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; and analyze seminal U.S. documents of historical and literary significance;

read and comprehend literary and informational texts in the grades 9-10 text complexity band with scaffolding as needed.


drawn from the text, including determining where the text leaves matters uncertain. (CCSS RL.11-12.1)

ELA.11.R.C1.2 determine two or more themes or central ideas of a literary text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS RL.11-12.2)

ELA.11.R.C1.3 analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS RL.11-12.3)

ELA.11.R.C1.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS RI.11-12.1)

ELA.11.R.C1.5 determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (CCSS RI.11-12.2)

ELA.11.R.C1.6 analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas or events interact and develop over the course of the informational text. (CCSS RI.11-12.3)

Craft and Structure - A ELA.11.R.C2.1 determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. (Include Shakespeare as well as other authors.) (CCSS RL.11-12.4)

ELA.11.R.C2.2 analyze how an author’s choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (CCSS RL.11-12.5)

ELA.11.R.C2.3 analyze a case in which grasping a point of view requires distinguishing what is directly stated in a literary text from what is really meant (e.g., satire , sarcasm, irony or understatement). (CCSS RL.11-12.6)

ELA.11.R.C2.4 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotativeand technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS RI.11-12.4)

ELA.11.R.C2.5 in informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing and engaging. (CCSS RI.11-12.5)

determine an author’s point of view or purpose in an informational text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. (CCSS RI.11-12.6)



ELA.11.R.C2.6

Integration of Knowledge and Ideas - A ELA.11.R.C3.1 analyze multiple interpretations of a story, drama or poem (e.g., recorded or live production of a play or recorded novel

or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS RL.11-12.7)

ELA.11.R.C3.2 demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more literary texts from the same period treat similar themes or topics. (CCSS RL.11-12.9)

ELA.11.R.C3.3 integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS RI.11-12.7)

ELA.11.R.C3.4 delineate and evaluate the reasoning in seminal U.S. informational texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (CCSS RI.11-12.8)

ELA.11.R.C3.5 analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. informational documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes and rhetorical features. (CCSS RI.11-12.9)

Range of Reading and Level of Text Complexity - A ELA.11.R.C4.1 by the end of the year, read and comprehend literature, including stories, dramas and poetry, in the grades 11

–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RL.11-12.10)

ELA.11.R.C4.2 by the end of the year, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. * (CCSS RI.11-12.10)




Eleventh grade students at distinguished level in writing:

compose arguments and informative/explanatory texts using rhetorical devices, varied syntax and relevant evidence to thoroughly develop and establish the significance of logically sequenced knowledgeable claims, counterclaims, reasons and evidence while anticipating the audience’s values and possible biases; write narratives that convey the significance of the problem, situation or observation building toward a particular tone and outcome using well-structured sequences to establish point of view and capture action;

use technology to develop and strengthen writing in response to ongoing feedback, including new arguments or information while recognizing the benefit of the sustained writing process;

assess and evaluate the strengths and limitations of each source in terms of task, purpose and audience avoiding

Eleventh grade students at above mastery in writing:

compose arguments and informative/explanatory texts using rhetorical devices, syntax and relevant evidence to thoroughly develop and establish the significance of logically sequenced knowledgeable claims, counterclaims and reasons while anticipating the audience’s values and possible biases; write narratives that convey the significance of the problem, situation or observation building toward a particular tone and outcome experimenting with well-structured sequences that capture action;

use technology to develop and strengthen writing in response to ongoing feedback, including new arguments or information while recognizing the benefit of the writing process;

assess and note the strengths and limitations of each source in terms of task, purpose and audience avoiding plagiarism and overreliance on any one

Eleventh grade students at mastery level in writing:


use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to ongoing feedback including new arguments or information;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research

Eleventh grade students at partial mastery level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and establishes the significance of claims, counterclaims, reasons and relevant evidence using techniques such as metaphor, simile and analogy; write narratives that include well-chosen details to outline a problem, situation or observation; and establish one or more points of view while creating a smooth well-structured progression of experiences or events using a variety of words to link sections of the text;

with scaffolding, use technology to develop and strengthen writing by rewriting and trying new approaches; they publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to ongoing feedback including new arguments or information;

effectively use advanced searches and narrow or broaden inquiry to conduct

Eleventh grade students at novice level in writing:

compose logical arguments and informative/explanatory texts in a tone that conveys ideas clearly and shows clear relationships among claims, counterclaims, reasons and relevant evidence; write narratives that include well-chosen details to outline a problem, situation or observation; and establish one or more points of view while creating a smooth well-structured progression of experiences or events using a variety of words to link sections of the text;

use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to ongoing feedback;

effectively use advanced searches and narrow or broaden inquiry to conduct short as well as more sustained research projects or to solve a



plagiarism and overreliance on any one source and following a standard format for citation in sustained research projects that include the premises, purposes and arguments in works of public advocacy;


source and following a standard format for citation in sustained research projects that include the premises, purposes and arguments in works of public advocacy;


projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the strength and limitation of the source and synthesize multiple print and digital sources in terms of task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and overreliance of any one source; and use standard citation;


short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the strength and limitation of the source and synthesize multiple print and digital sources in terms of task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism; and use standard citation;


problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the authority and synthesize multiple print and digital sources in terms of task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism; and use standard citation;



sufficient evidence.• introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s)

from alternate or opposing claims and create an organization that logically sequences claim(s), counterclaims, reasons and evidence.

• develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases.

• use words, phrases and clauses as well as varied syntax to link the major sections of the text, create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.



(CCSS W.11-12.1)


• introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

• develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

• use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

• use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.


• provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

(CCSS W.11-12.2)


• engage and orient the reader by setting out a problem, situation or observation and its significance, establishing one or multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.

• use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters.

• use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth or resolution).

• use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.


(CCSS W.11-12.3)

Production and Distribution of Writing - A ELA.11.W.C10.1 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose




ELA.11.W.C10.2 develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (Editing for conventions should demonstrate command of all Language objectives up to and including grade 11). (CCSS W.11-12.5)

ELA.11.W.C10.3 use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS W.11-12.6)

Research to Build and Present Knowledge - A ELA.11.W.C11.1 conduct short as well as more sustained research projects to answer a question (including a self-generated question)


ELA.11.W.C11.2 gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CCSS W.11-12.8)

ELA.11.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection and research. • apply grade 11 Reading objectives to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and

early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

• apply grade 11 Reading objectives to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). (CCSS W.11-12.9)

Range of Writing - A ELA.11.W.C12.1 write routinely over extended time frames (time for research, reflection and revision) and shorter time frames





Eleventh grade students at distinguished level in speaking and listening:

set clear goals, deadlines and individual roles to promote civil, democratic discussions that probe reasoning, evidence and promote divergent and creative perspectives, synthesize comments, claims and evidence, resolve contradictions when possible, determine and conduct additional research to make informed decisions and solve problems; and assess the stance, premises and links among ideas, word choice, points of emphasis and tone;

convey a clear and distinct perspective and address alternative or opposing perspectives for a range of formal and informal tasks; and use digital media to enhance and add interest.

Eleventh grade students at above mastery level in speaking and listening:

set clear goals, deadlines and individual roles to promote civil, democratic discussions that probe reasoning, evidence and divergent and creative perspectives, synthesize comments, claims and evidence, resolve contradictions, determine and, with scaffolding as needed, conduct additional research to make informed decisions and solve problems; and assess the stance, premises and links among ideas, word choice, points of emphasis and tone;

convey a clear and distinct perspective and address alternative or opposing perspectives for a range of formal and informal tasks; and use digital media to add interest.

Eleventh grade students at mastery level in speaking and listening:


present information, findings and supporting evidence conveying clear and distinct perspective with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; and adapt speech to a variety of contexts and informal and

Eleventh grade students at partial mastery level in speaking and listening:

initiate and participate in collaborative discussions on topics, texts and issues that probe reasoning and evidence and promote diverse creative perspectives; set deadlines; stimulate thoughtful exchange of ideas by posing and responding to questions from diverse perspectives; integrate multiple sources of information and verify or challenge ideas or conclusions in order to make decisions and solve problems; evaluate a speaker’s reasoning; qualify or justify their own views and make new connections based on the evidence and reasoning presented;

present information, findings and supporting evidence conveying clear and distinct perspective with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; make strategic use of digital media to enhance reasoning, understanding and interest; and adapt speech to a variety of

Eleventh grade students at novice level in speaking and listening:





formal tasks addressing opposing perspectives.

contexts and informal and formal tasks.


diverse partners on grade 11 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.


• work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

• propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify or challenge ideas and conclusions; and promote divergent and creative perspectives.

• respond thoughtfully to diverse perspectives; synthesize comments, claims and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

(CCSS SL.11-12.1)

ELA.11.SL.C13.2 integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (CCSS SL.11-12.2)

ELA.11.SL.C13.3 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used. (CCSS SL.11-12.3)

Presentation of Knowledge and Ideas - A ELA.11.SL.C14.1 present information, findings and supporting evidence, conveying a clear and distinct perspective, such that listeners

can follow the line of reasoning, alternative or opposing perspectives are addressed and the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks. (CCSS SL.11-12.4)


ELA.11.SL.C14.3 adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grade 11 Language objectives for specific expectations.) * (CCSS SL.11-12.6)




Eleventh grade students at distinguished level of language:

use hyphenation conventions, understand that usage can change over time and resolve issues of complex or contested usage by consulting a variety of references;

vary syntax for effect, consult references and apply an understanding of syntax to the study of complex texts when reading or listening;

clarify a word’s usage and interpret figures of speech such as hyperbole and paradox in context and analyze their roles independently and proficiently.

Eleventh grade students at above mastery of language:

use hyphenation conventions, understand that usage can change over time and resolve issues of complex or contested usage by collaborating and consulting a variety of references;

vary syntax for effect, consult references as needed and apply an understanding of syntax to the study of complex texts when reading;

clarify a word’s usage and interpret figures of speech such as hyperbole and paradox in context and analyze their roles independently.

Eleventh grade students at mastery level in language:

use colons to introduce quotations, use semi-colons, hyphenation and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest and understand that conventions are subject to change over time and are sometimes contested;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices for meaning or style and vary syntax using references; conform to the guidelines of a style manual;

clarify a word’s usage and interpret figures of speech such as hyperbole and paradox in context and analyze their roles in the

Eleventh grade students at partial mastery level in language:

use colons to introduce quotations, use semi-colons, hyphenation and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices with scaffolding for meaning or style and vary syntax using references; conform to the guidelines of a style manual;

clarify etymology and interpret figures of speech such as hyperbole and paradox in context and analyze their roles in the text with scaffolding.

Eleventh grade students at novice level in language:

use colons to introduce quotations, use semi-colons and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest;

apply knowledge of language to write and edit work appropriate for the discipline and writing type, understand how language functions in different contexts to make effective choices for meaning or style; conform to the guidelines of a style manual;




text with minimal scaffolding.


• apply the understanding that usage is a matter of convention, can change over time and is sometimes contested. • resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of

English Usage, Garner’s Modern American Usage) as needed.

(CCSS L.11-12.1)

ELA.11.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.• observe hyphenation conventions. • spell correctly.

(CCSS L.11-12.2)


meaning or style, to comprehend more fully when reading or listening.• vary syntax for effect by consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an

understanding of syntax to the study of complex texts when reading.

(CCSS L.11-12.3)


reading and content, choosing flexibly from a range of strategies.• use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position or function in a


(e.g., conceive, conception, conceivable). • consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its standard usage.


(CCSS L.11-12.4)

ELA.11.L.C17.2 demonstrate understanding of figurative language, word relationships and nuances in word meanings.• interpret figures of speech (e.g., hyperbole , paradox ) in context and analyze their role in the text. • analyze nuances in the meaning of words with similar denotations.

(CCSS L.11-12.5)



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English Language Arts twelfth grade students are College and Career Ready. They make connections, transfer knowledge to new situations through research and writing, and understand the value of literacy-rich environments. They set clear goals, deadlines and individual roles to promote civil, democratic discussions that probe reasoning, evidence and divergent and creative thinking. They use research to make informed decisions and solve problems independently. They analyze and articulate the value of and take responsibility for their learning. They focus on reading, writing, speaking, listening and the conventions of language across curriculums in educational endeavors and collaborative learning situations including complex, critical analysis and evaluation of how texts and ideas interact as well as how and why author’s craft impacts the quality and aesthetic value of texts . They initiate and facilitate inquiry based, engaging endeavors and understand that this is the foundation for lifelong learning. Complex analysis of a broad array of quality literary and informational texts of appropriate complexity, with increasing emphasis on informational text, creates independent and proficient readers and communicators who convey a clear and distinct perspective and address alternative or opposing perspectives with diverse audiences. Students use technology to develop and strengthen writing in response to ongoing feedback, including new arguments or information and recognize the benefit of the sustained writing process. With increased emphasis on informational/explanatory and argumentative writing, they use the writing process and the conventions of language to compose logical arguments and explanations using rhetorical devices, varied syntax and relevant evidence anticipating the audience’s values and biases. Through academic rigor and relevance, the ability to evaluate, speak and write logically, clearly and distinctly are evident. They effectively evaluate and use multiple sources following standard format for citation in sustained research projects that include the premises, purposes and arguments in works of public advocacy. The 21st Century student adeptly employs technology best suited to audience, task, purpose and discipline. Using higher order thinking skills, communication skills and independent and creative thinking, students effectively build content knowledge. The Next Generation West Virginia Content Standards and Objectives work in tandem with the College and Career Readiness (CCR) anchor standards for the graduating twelfth grade student. The grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and objectives, learning skills and technology tools.






Twelfth grade students at the distinguished level in reading:

evaluate where and why the text leaves matters uncertain, evaluate two or more themes and how they interact and build on one another and provide a complex evaluation of the impact of the author’s choices recognizing social, historical and cultural dynamics of a story or drama; evaluate a complex set of ideas or sequence of events explaining how specific individuals, ideas or events interact and develop; critically evaluate and analyze of a variety of literary and informational texts;

analyze and evaluate the effectiveness of how and why an author uses structure and meaning to

Twelfth grade students at above mastery level in reading:

with scaffolding, evaluate where and why the text leaves matters uncertain, evaluate two or more themes and how they interact and build on one another and provide a complex analysis of the impact of the author’s choices regarding how to develop and relate elements of a story or drama; analyze a complex set of ideas or sequence of events explaining how specific individuals, ideas or events interact; and critically evaluate a variety of literary and informational texts;

analyze and evaluate the effectiveness of how and why an author uses

Twelfth grade students at mastery level in reading:

determine where and why the text leaves matters uncertain, evaluate two or more themes and how they interact and build on one another and provide a complex analysis of the impact of the author’s choices regarding how to develop and relate elements of a story or drama; analyze a complex set of ideas or sequence of events explaining how specific individuals, ideas or events interact and develop; critically analyze literary and informational texts;

analyze and evaluate the effectiveness of how and why an author uses structure and meaning to clarify, convince, engage

Twelfth grade students at partial mastery level in reading:

determine where the text leaves matters uncertain, two or more themes and how they interact and build on one another and provide a complex analysis of the impact of the author’s choices regarding how to develop and relate elements of a story or drama; and analyze a complex set of ideas or sequence of events explaining how specific individuals, ideas or events interact and develop through the study of literary and informational texts;

analyze and evaluate the effectiveness of how an author uses structure and

Twelfth grade students at novice level in reading:

objectively summarize and cite strong, thorough evidence to support analysis of connections and inferences; how two or more themes and central ideas build on one another to produce a complex account, are shaped and are refined by the order in which points are made; and how complex characters are developed and interact with other characters to advance the plot or develop the theme in literary and informational texts;

analyze cumulative impact of how author’s ideas or claims are developed and refined by particular sentences, paragraphs or



clarify, convince, engage and contribute to the aesthetic impact and determine point of view or purpose in which rhetoric is effective, distinguishing what is said from underlying meaning and purpose and analyzing and evaluating the contribution of rhetoric, style and content;

analyze and critically evaluate reasoning and how multiple interpretations of themes or topics in different media or formats interpret the source text as well as integrate, evaluate and synthesize multiple sources of information to address questions or solve complex interpretive problems considering themes, purposes and rhetorical features;

read and comprehend literary and informational texts above the grades 11-CCR complexity band independently and proficiently.

structure and meaning to clarify, convince, engage and contribute to the aesthetic impact and determine point of view or purpose in which rhetoric is effective, distinguishing what is said from underlying meaning and purpose and analyzing and evaluating the contribution of style and content;

analyze and critically evaluate reasoning and how multiple interpretations of themes or topics in different media or formats interpret the source text as well as integrate, evaluate and synthesize multiple sources of information to address questions or solve problems considering themes, purposes and rhetorical features;

read and comprehend literary and informational texts above the grades 11-CCR complexity band proficiently with scaffolding as needed.

and contribute to the aesthetic impact and determine point of view or purpose in which rhetoric is effective, distinguishing what is said from what is meant and analyzing and evaluating the contribution of style and content;

analyze and critically evaluate reasoning and how multiple interpretations of themes or topics in different media or formats interpret the source text as well as integrate, evaluate and synthesize multiple sources of information to address a question or solve a problem considering themes, purposes and rhetorical features;

read and comprehend literary and informational texts in the grades 11-CCR complexity band independently and proficiently.

meaning to clarify, convince, engage and contribute to the aesthetic impact and determine point of view or purpose in which rhetoric is effective, distinguishing what is said from what is meant and analyzing and evaluating the contribution of style and content;

analyze and critically evaluate reasoning and how multiple interpretations of themes or topics in different media or formats interpret the source text as well as integrate and evaluate multiple sources of information to address a question or solve a problem considering themes, purposes and rhetorical features;

read and comprehend literary and informational texts in the grades11-CCR complexity band with minimal scaffolding at the high end of the range.

larger portions of text, how word choice uses and refines meaning and tone and how rhetoric, structure order of events, point of view and cultural experience are used to create various effects including satire, sarcasm, irony and understatement in literary and informational texts;

analyze and defend the representation of literary and informational text in two different artistic mediums, determining which details are emphasized in each account; analyze how an author draws on and transforms source material in literary work; evaluate specific claims and assess validity, relevancy and sufficiency of evidence in informational texts; and analyze seminal U.S. documents of historical and literary significance with a focus on American Literature and Early American historical documents;

read and comprehend literary and informational texts in the grades 11-CCR text complexity band proficiently with scaffolding as needed at the high end of the range.


drawn from the text, including determining where the text leaves matters uncertain. (CCSS RL.11-12.1)

ELA.12.R.C1.2 determine two or more themes or central ideas of a literary text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS RL.11-12.2)

ELA.12.R.C1.3 analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS RL.11-12.3)

ELA.12.R.C1.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS RI.11-12.1)

ELA.12.R.C1.5 determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex and critical analysis; provide an objective summary of the text. (CCSS RI.11-12.2)

ELA.12.R.C1.6 analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the informational text and media. (CCSS RI.11-12.3)

Craft and Structure - A ELA.12.R.C2.1 determine the meaning of words and phrases as they are used in a variey of literary texts, including figurative and

connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (CCSS RL.11-12.4)

ELA.12.R.C2.2 analyze how an author’s choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (CCSS RL.11-12.5)

ELA.12.R.C2.3 analyze and defend a case in which grasping a point of view requires distinguishing what is directly stated in a literary text from what is really meant (e.g., satire , sarcasm, irony, or understatement). (CCSS RL.11-12.6)

ELA.12.R.C2.4 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS RI.11-12.4)

ELA.12.R.C2.5 in informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including how the author uses structure to make points clear, convincing, and engaging. (CCSS RI.11-12.5)



ELA.12.R.C2.6 determine an author’s point of view, purpose and tone in an informational text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. (CCSS RI.11-12.6)

Integration of Knowledge and Ideas - A ELA.12.R.C3.1 analyze multiple interpretations of a story, drama or poem (e.g., recorded or live production of a play or recorded novel

or poetry), critically evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS RL.11-12.7)

ELA.12.R.C3.2 demonstrate a deep knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how multiple literary texts from the same period treat similar themes or topics. (CCSS RL.11-12.9)

ELA.12.R.C3.3 integrate, evaluate and synthesize multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS RI.11-12.7)

ELA.12.R.C3.4 delineate and evaluate the reasoning in seminal U.S. informational texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (CCSS RI.11-12.8)

ELA.12.R.C3.5 analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. informational documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features and current relevancy. (CCSS RI.11-12.9)

Range of Reading and Level of Text Complexity - A ELA.12.R.C4.1 by the end of the year, read and comprehend literature, including stories, dramas and poetry, independently and

proficiently at the high end of the grades 11–CCR text complexity band. * (CCSS RL.11-12.10)

ELA.12.R.C4.2 by the end of the year, read and comprehend literary nonfiction independently and proficiently at the high end of the grades 11-CCR text complexity band. * (CCSS RI.11-12.10)




Twelfth grade students at distinguished level in writing:

compose arguments and informative/explanatory texts free of logical fallacies using rhetorical devices, varied syntax and relevant evidence to thoroughly develop and establish the significance of logically sequenced knowledgeable claims, counterclaims, valid reasons and solid evidence based on their identified audience’s knowledge, values and possible biases; write narratives using more sophisticated techniques (such as dialogue, flashback and multiple plot lines), vivid sensory language and reflective conclusion;

use technology to develop and strengthen writing in response to ongoing feedback, including new arguments or information while recognizing the benefit of the sustained writing process and the recursive nature of writing;

assess and evaluate the strengths and limitations of

Twelfth grade students at above mastery level in writing:

compose arguments and informative/explanatory texts using rhetorical devices, varied syntax and relevant evidence to thoroughly develop and establish the significance of logically sequenced knowledgeable claims, counterclaims, valid reasons and solid evidence while anticipating the audience’s knowledge, values and possible biases; write narratives that convey the significance of the problem, situation or observation building toward a particular tone and outcome using well-structured sequences to establish point of view, capture action and conclude with a reflection on what was explored in the narrative;

use technology to develop and strengthen writing in response to ongoing feedback, including new arguments or information while recognizing the benefit of the sustained writing process and the recursive nature of writing with scaffolding;

Twelfth grade students at mastery level in writing:

compose arguments and informative/explanatory texts using rhetorical devices, varied syntax and relevant evidence to thoroughly develop and establish the significance of logically sequenced knowledgeable claims, counterclaims, reasons and evidence while anticipating the audience’s values and possible biases; write narratives that convey the significance of the problem, situation or observation building toward a particular tone and outcome using well-structured sequences to establish point of view and capture action;

use technology to develop and strengthen writing in response to ongoing feedback, including new arguments or information while recognizing the benefit of the sustained writing process;

assess and evaluate the strengths and limitations of each source in terms of

Twelfth grade students at partial mastery in writing:

compose arguments and informative/explanatory texts using rhetorical devices, syntax and relevant evidence to thoroughly develop and establish the significance of logically sequenced knowledgeable claims, counterclaims and reasons while anticipating the audience’s values and possible biases; write narratives that convey the significance of the problem, situation or observation building toward a particular tone and outcome experimenting with well-structured sequences that capture action;

use technology to develop and strengthen writing in response to ongoing feedback, including new arguments or information while recognizing the benefit of the writing process;

assess and note the strengths and limitations of each source in terms of task, purpose and

Twelfth grade students at novice level in writing:


use technology to develop and strengthen writing by rewriting and trying new approaches; publish and update individual and shared projects using technology’s capacity to link to other information and to display information flexibly and dynamically in response to ongoing feedback including new arguments or information;

effectively use advanced searches and narrow or



each source in terms of task, purpose and audience avoiding plagiarism and overreliance on any one source, understanding when and how to use quotations and paraphrases following a standard format for citation in sustained research projects that include the premises, purposes and arguments in works of public advocacy providing a sophisticated analysis;


assess and evaluate the strengths and limitations of each source in terms of task, purpose and audience avoiding plagiarism and overreliance on any one source, understanding when and how to use quotations and paraphrases following a standard format for citation in sustained research projects that include the premises, purposes and arguments in works of public advocacy;


task, purpose and audience avoiding plagiarism and overreliance on any one source and following a standard format for citation in sustained research projects that include the premises, purposes and arguments in works of public advocacy;


audience avoiding plagiarism and overreliance on any one source and following a standard format for citation in sustained research projects that include the premises, purposes and arguments in works of public advocacy;


broaden inquiry to conduct short as well as more sustained research projects or to solve a problem; explore multiple avenues, including informational and literary texts to support a research topic, analysis and reflection; assess the strength and limitation of the source and synthesize multiple print and digital sources in terms of task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and overreliance of any one source; and use standard citation;



sufficient evidence. • introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s)

from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

• develop and justify claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

• analyze words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.



(CCSS W.11-12.1)

ELA.12.W.C9.2 write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

• introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

• develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

• use and evaluate appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.


• provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

(CCSS W.11-12.2)

ELA.12.W.C9.3 write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• engage and orient the reader by setting out a problem, situation or observation and its significance, establishing multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

• use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

• use and evaluate a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth or resolution).

• use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


(CCSS W.11-12.3)

Production and Distribution of Writing - A



ELA.12.W.C10.1 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.) (CCSS W.11-12.4)

ELA.12.W.C10.2 develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(Editing for conventions should demonstrate command of all Language objectives up to and including grade 12.) (CCSS W.11-12.5)

ELA.12.W.C10.3 use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS W.11-12.6)

Research to Build and Present Knowledge - A ELA.12.W.C11.1 conduct sustained research projects to answer a question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS W.11-12.7)

ELA.12.W.C11.2 gather and synthesize relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CCSS W.11-12.8)

ELA.12.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection and research. • apply grade 12 Reading objectives to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and

early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

• apply grade 12 Reading objectives to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

(CCSS W.11-12.9)

Range of Writing - A ELA.12.W.C12.1 write routinely over extended time frames (time for research, reflection and revision) and shorter time frames





Twelfth grade students at distinguished level in speaking and listening:

initiate with diverse partners to set clear goals, deadlines and individual roles to promote civil, democratic discussions that probe and analyze reasoning, evidence and divergent and creative perspectives, synthesize comments, claims and evidence, resolve contradictions when possible, determine and conduct additional research to make informed decisions and solve complex problems; and assess the stance, premises and links among ideas, word choice, points of emphasis and tone while acknowledging diverse perspectives;

develop and convey a clear and distinct perspective and address alternative or opposing perspectives for a range of formal and informal tasks; and analyze and strategically use digital media to enhance understanding of findings, reasoning and evidence.

Twelfth grade students at above mastery level in speaking and listening:

initiate with diverse partners to set clear goals, deadlines and individual roles to promote civil, democratic discussions that probe reasoning, evidence and divergent and creative perspectives, synthesize comments, claims and evidence, resolve contradictions when possible, determine and conduct additional research to make informed decisions and solve complex problems; and assess the stance, premises and links among ideas, word choice, points of emphasis and tone;

convey a clear and distinct perspective and address alternative or opposing perspectives for a range of formal and informal tasks; and strategically use digital media to enhance findings, reasoning and evidence.

Twelfth grade students at mastery level in speaking and listening:

set clear goals, deadlines and individual roles to promote civil, democratic discussions that probe reasoning, evidence and divergent and creative perspectives, synthesize comments, claims and evidence, resolve contradictions when possible, determine and conduct additional research to make informed decisions and solve problems; and assess the stance, premises and links among ideas, word choice, points of emphasis and tone;

convey a clear and distinct perspective and address alternative or opposing perspectives for a range of formal and informal tasks; and use digital media to enhance and add interest.

Twelfth grade students at partial mastery level in speaking and listening:

set clear goals, deadlines and individual roles to promote civil, democratic discussions that probe reasoning, evidence and divergent and creative perspectives, synthesize comments, claims and evidence, resolve contradictions, determine and, with scaffolding as needed, conduct additional research to make informed decisions and solve problems; and assess the stance, premises and links among ideas, word choice, points of emphasis and tone;

convey a clear and distinct perspective and address alternative or opposing perspectives for a range of formal and informal tasks; and use digital media to add interest.

Twelfth grade students at novice level in speaking and listening:


convey clear and distinct perspective with substance and style appropriate to purpose, audience and task so listeners can follow the line of reasoning; use of digital media to add interest; and adapt speech to a variety of contexts and informal and formal tasks addressing opposing perspectives.



Comprehension and Collaboration - A ELA.12.SL.C13.1 initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with

diverse partners on grade 12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.


• work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines establish norms and experience vaious individual.

• propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify or challenge ideas and conclusions; and promote divergent and creative perspectives.

• respond thoughtfully to diverse perspectives; synthesize and evaluate comments, claims and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

(CCSS SL.11-12.1)

ELA.12.SL.C13.2 integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and analyzing any discrepancies among the data. (CCSS SL.11-12.2)

ELA.12.SL.C13.3 evaluate a speaker’s point of view, reasoning and uses of evidence and rhetoric, in order to assess the stance, premises, links among ideas, word choice, points of emphasis and tone used among multiple speakers. (CCSS SL.11-12.3)

Presentation of Knowledge and Ideas - A ELA.12.SL.C14.1 present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners

can follow the line of reasoning, alternative or opposing perspectives are addressed and determine if the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks. (CCSS SL.11-12.4)

ELA.12.SL.C14.2 make strategic and engaging use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest. (CCSS SL.11-12.5)

ELA.12.SL.C14.3 adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grade 12 Language objectives for specific expectations.) * (CCSS SL.11-12.6)




Twelfth grade students at distinguished level of language:

use hyphenation conventions, articulate how and why usage can change over time and resolve issues of complex or contested usage by consulting a variety of references;

understand and evaluate syntax for effect, consult references and synthesize understanding of syntax and how language functions in different contexts;

interpret figures of speech in context and analyze their roles in written and oral discourse independently and proficiently.

Twelfth grade students at above mastery level of language:

use hyphenation conventions, understand how usage can change over time and resolve issues of complex or contested usage by consulting a variety of references;

understand and evaluate syntax for effect, consult references and synthesize understanding of syntax to the study of complex texts when reading or listening;

interpret figures of speech in context and analyze their roles in written discourse independently and proficiently.

Twelfth grade students at mastery level of language:

use hyphenation conventions, understand that usage can change over time and resolve issues of complex or contested usage by consulting a variety of references;

vary syntax for effect, consult references and apply an understanding of syntax to the study of complex texts when reading or listening;

clarify a word’s usage and interpret figures of speech such as hyperbole and paradox in context and analyze their roles in the text independently and proficiently.

Twelfth grade students at partial mastery of language:

use hyphenation conventions, understand that usage can change over time and resolve issues of complex or contested usage by collaborating and consulting a variety of references;

vary syntax for effect, consult references as needed and apply an understanding of syntax to the study of complex texts when reading;

clarify a word’s usage and interpret figures of speech such as hyperbole and paradox in context and analyze their roles in the text with independently.

Twelfth grade students at novice level in language:

use colons to introduce quotations semi-colons, hyphenation and parallel structure; incorporate a variety of phrases and clauses for sentence variety and interest and understand that conventions are subject to change over time and are sometimes contested;

apply knowledge of language to write and edit work appropriate for the discipline and writing type and understand how language functions in different contexts to make effective choices for meaning or style; conform to the guidelines of a style manual;

clarify a word’s usage and interpret figures of speech such as hyperbole and paradox in context and analyze their roles in the text with minimal scaffolding.

Conventions of Standard English - A demonstrate command of the conventions of standard English grammar and usage when writing or speaking.



ELA.12.L.C15.1 • apply the understanding that usage is a matter of convention, can change over time and is sometimes contested. • resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of

English Usage, Garner’s Modern American Usage) as needed.

(CCSS L.11-12.1)

ELA.12.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.• observe hyphenation conventions. • spell correctly.

(CCSS L.11-12.2)


meaning or style and to comprehend more fully when reading or listening. • vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an

understanding of syntax to the study of complex texts when reading.

(CCSS L.11-12.3)


reading and content, choosing flexibly from a range of strategies.• use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a


(e.g., conceive, conception, conceivable). • consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its standard usage.


(CCSS L.11-12.4)

ELA.12.L.C17.2 demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • interpret figures of speech (e.g., hyperbole , paradox ) in context and analyze their role in the text. • analyze nuances in the meaning of words with similar denotations.

(CCSS L.11-12.5)



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Next Generation CSOs Reference Packetwvde.state.wv.us/osp/NxG_CSOs_ELA_K-12_Reference_Bo.pdfNext Generation CSOs . Reference Packet . English Language Arts . K-12 . Back English Language